MANUAL  of  MOR 

and  HUMANE 

EDUCATION 


'Inteflect  makes  a  man  f 
feeling  makes  him 


BY 


FLORA  HELM  KRAUSE 


GIFT  OF 


THE   PERRY   PICTURES 
BOSTON   EDITION 


SOUL'S     AWAKENING 


Manual 

OF 

Moral  and  Humane 
Education 

June  to  September  Inclusive 

BY 
FLORA  HELM  KRAUSE 

OP  THE  CHICAGO  ANTI-CRUELTY  SOCIETY 


' '  The  highest  education  focusses  the 
soul  upon  the  largest  loves. ' ' 


PRESENTED  BY 

STATE  HUMANE  ASSOCIATION 

OF  CALIFORNIA. 

ATKINSON,  MENTZER  &  COMPANY 

Boston          New  York          Chicago          Atlanta          Dallas 


. 

ow 


COPYRIGHT,  1910, 

BY 
FLORA  HELM  KRAUSE 


•••    •  !"•••    .   -  •    :         • 

»         •      «  •  ' 


THE    NOBLE    HUMANITARIANS, 
EDWIN  DOWNER  HELM,  M.  D., 

AND 

HARRIET   VAIL   HELM, 

MY   FATHER   AND   MOTHER, 

AND   TO    MY   CO-WORKER   IN   THIS   AND 

OTHER   HUMANE    WORK, 
HUGO   KRAUSE,    MY   HUSBAND; 


347159 


TABLE  OF  CONTENTS 


CHAPTER  PAGE 

I.     VALUE  OF  HUMANE  EDUCATION     ....  7 

(Essay  receiving  William  G.  Sprague  Memorial 
Prize  from  the  American  Humane  Association, 
in  1908.) 

II.     WHY   HUMANE   EDUCATION   SHOULD  BE   PART   OF 

THE  PUBLIC  SCHOOL  CURRICULUM       .        .        .16 
(Read  at  the  thirty-third  annual  meeting  of  the 
American     Humane     Association,     October    5, 
1909.) 

III.    PRESENTATION    OF   HUMANE    EDUCATION   IN   ELE- 
MENTARY SCHOOLS 22 

IV.     GRADED  COURSE  OF  STUDY  FOR  HUMANE  EDUCATION 

IN    ELEMENTARY    SCHOOLS        ....         29 

September — Labor  .....         31 

October — Harvest  Fruit — Fall  Birds — Fall  Mi- 
gration         .......         54 

November — The    Home — Thanksgiving — Perse- 
cution         .  .  ....         74 

December — Happiness — Charity — Altruism       .         89 
January — Relation  of   Cold  to  Animal   Life — 

Hibernation 104 

February — Patriotism — Good  Citizenship          .       121 
March — Rejuvenation  of  Life — Growth     .          .       135 
April — Shade  Trees — Spring  Birds — Spring  Mi- 
gration         .......       149 

May — Health  and  the  Joy  of  Living — Values  in 

the  Animal  World 168 

June — Relation  of  Heat  to  Animal  Life — Va- 
cation   Time  and    Rest         ....       184 

V.     A  CLASSIFIED  LIST  OF  THE  MORE  COMMON  BIRDS      196 

VI.     GRADED  LIST  OF  TOPICS  FOR  WRITTEN  WORK  IN 

HUMANE   EDUCATION         .....       207 

VII.    HUMANE  EDUCATION  IN  THE  HIGH  SCHOOLS  211 


TABLE   OF   CONTENTS 


CHAPTER  PAGE 

VIII.     SUGGESTIVE   TOPICS   FOR   HUMANE   EDUCATION   IN 

THE  HIGH   SCHOOLS          .....       213 

IX.     COLLATERAL  READING  AND  AIDS  TO  TEACHER  AND 

PUPIL  IN  HUMANE  EDUCATION         .         .         .       216 

X.     A  BRIEF  SURVEY  OF  THE  ANTI-CRUELTY  MOVEMENT      244 
XI.     A  BRIEF  REVIEW  OF  CHILD-SAVING  WORK     .         .       262 

XII.     BLANK    FORM    FOR   MAKING   COMPLAINT   TO    THE 

LOCAL    ANTI-CRUELTY    SOCIETY        „         .         .       26G 

XIII.  WAYS  OF  PROMOTING  HUMANE  EDUCATION  OUTSIDE 

OF  THE  SCHOOLS       .         .         .          .         .         .       268 

XIV.  FIRST     SUPPLEMENT  —  EXPLANATORY     NOTES     TO 

MONTHLY  OUTLINES  IN  THE  GRADED  COURSE  OF 
STUDY       ........       272 

(To  precede  study  of  Chapter  IV — Graded  Course 
of  Study.) 

XV.     SECOND  SUPPLEMENT — ADDITIONAL  LITERATURE  BY 

GRADES     ........       284 

(To  supplement  Chapter  IV — Graded  Course  of 
Study.) 

XVI.     THIRD  SUPPLEMENT — LATER  BOOKS  AND  STORIES    .       346 
(To  supplement  Chapter  IX — Collateral  Reading 
and  Aids.) 


VALUE  OF  HUMANE 
EDUCATION 

Essay  receiving  William  G.  Sprague  Memorial  Prize 
from  the  American  Humane  Association,  in  1908. 

Huxley  says  the  ego  is  the  center  of  the  universe. 
This  psychological  -assumption  explains  much  in 
the  problematical  study  of  the  history  of  man. 

Man  begins  life  on  a  very  simple  basis  as  to  his 
social  environment. 

As  an  infant,  not  even  his  mother  is  at  first  rec- 
ognized as  a  social  factor  in  the  self-absorbing 
processes  of  a  tentative  hold  on  life;  but,  as  his 
nature  unfolds,  the  extreme  egoism  of  his  early 
infancy  gradually  -expands  along  radiating  lines 
in  all  directions  until  we  find  the  circumference 
bounding,  in  gradations,  mother,  family,  home 
life,  playmates,  neighborhood,  school  life,  munic- 
ipality, his  country,  the  world,  the  universe,  un- 
til, in  the  highest  form  of  human  development, 
his  egoism  has  expanded  into  an  altruism  broad 
in  scope  and  elevated  in  character. 

Thinkers  recognize  that  the  individual  man  is 
an  epitomized  form  of  the  race  of  man,— the  stages 
of  growth  through  infancy,  youth,  and  maturity 
corresponding  to  the  stages  that  racial  man  passes 
through  from  the  primitive  man  of  savagery  to 
the  highest  type  of  civilization  and  progress. 

And,  in  studying  the  race  of  man,  we  find  this 

7 


8  MORAL   AND   HUMANE   EDUCATION 

— 

same  psychological  principle  pervading  his 
growth,— the  egoism  dominating  first  in  order  of 
existence  and  expanding  by  degrees  as  the  evolu- 
tion of  his  species  continues  till  the  highest  forms 
of  humanity  evidence  the  greatest  outlook,  the 
widest  interests,  and  the  most  comprehending  re- 
lationship with  the  universe. 

And,  as  man  develops  in  his  race-growth  along 
the  stages  from  primitiveness  to  enlightenment, 
civilization,  and  progress,  and  we  find  this  dif- 
ferentiating process  coming  between  broader  and 
broader  stages,  it  is  fair  to  infer  that  in  time  evo- 
lution will  eliminate  the  process  entirely. 

The  savage  differentiated  himself  from  all — 
the  survival  of  himself,  the  instinct  of  self-pres- 
ervation, dominating  his  every  action.  Then 
later  this  egoism  expanded  to  his  tribe  or  clan, 
and  it  was  war  to  extermination  between  tribe 
and  tribe,  clan  and  clan.  Then  the  social  instinct 
grew  to  include  the  country — and  we  find  war- 
fare extended  to  nation  against  nation.  Then  the 
next  form  it  took  was  race  distinction— the  white 
race  must  exterminate  the  red  race ;  the  white  race 
must  enslave  the  black  race. 

The  history  of  any  nation  shows  that  the  great- 
est barrier  to  its  progress  has  been  the  idea  of 
man's  differentiating  himself  from  his  neighbor. 
This  idea  is  a  survival  of  the  primitive  instinct, 
the  dominance  of  the  ego.  Man  is  unconsciously 
swayed  by  the  survival  of  this  instinctive  impulse. 

In  history,  as  the  instinct  has  passed  down  the 


r 


m  | 

O  ? 

7}  f 

(/>  | 

m  s 


73 


VALUE  OF  HUMANE  EDUCATION  9 

ages  by  tradition  and  heredity,  we  find  it  taking 
various  forms  in  the  different  nations. 

The  pyramids  are  everlasting  monuments  to  the 
Egyptian's  cold  and  cruel  regard  of  his  slaves' 
toil  and  martyrdom. 

The  Greek's  enslavement  system  is  a  proof  that 
even  his  remarkable  flight  to  empyrean  heights  of 
art  and  poesy,  beauty  and  intellect,  did  not  escape 
the  racial,  traditionary  taint.  Plato's  logic, 
Socrates'  morality,  Sappho's  songs,  nor  the  orator- 
ical eloquence  of  Demosthenes,  the  histrionic  art 
of  Sophocles,  and  the  marble  tracery  of  Phidias 
cannot  blind  us  to  the  fact  that  the  Greek  beat, 
sold,  and  killed  his  neighbor  when  it  was— only 
a  slave. 

The  Eoman's  persecution  of  Christian  by 
crucifix,  flame,  and  wild  beast  evidenced  that  his 
love  of  law,  his  powers  of  mechanics,  his  achieve- 
ments in  culture,  were  not  expansive  enough  to 
make  him  extend  his  understanding  sympathy  to 
—only  a  Christian. 

The  Age  of  Chivalry  left  milestones  in  the  prog- 
ress of  the  Golden  Kule  march  in  the  shape  of 
daring  deeds  of  rescue ;  acts  of  noble  restitution, 
mercy,  and  justice;  protection  of  the  weak,  de- 
fenseless, and  persecuted.  And  yet  the  egoism 
had  not  yet  been  vanquished.  Men  had  grown  to 
love  each  other,  until  the  other  happened  to  be- 
only  a  Jew;  and  then,  alas!  love  was  changed  to 
prejudice,  hate,  bitterness,  and  persecution. 

Prior   to  the  French  Revolution  the  burden- 


10         MORAL  AND   HUMANE   EDUCATION 

bearing,  soil-tilling,  plow-drawing,  pond-thrash- 
ing, back-bending,— the  serving,  waiting,  labor- 
ing, bowing,— the  scoffs,  sneers,  blows,  kicks,— 
the  humility,  enslavement,  degradation,  allotted 
the  commoner  were  rationally  and  comfortably 
explained  by  the  aristocrat  on  the  principle  of 
the  differentiation  of  the  two  classes.  The  noble- 
man could  not  conceive  a  common  basis  of  polit- 
ical economy  practicable  for  himself  and— only 
a  peasant. 

The  burning  of  Catholics,  the  massacring  of 
Protestants,  the  persecution  of  Puritans,  the  exil- 
ing of  Quakers,  the  stoning  of  witches,  were  all 
outward  expressions  of  the  mental  process  of  self- 
differentiation  and  self-exclusion.  Acts,  ably  rec- 
ognized and  acknowledged  as  outrages,  were 
proper  and  in  order  to  one— "outside  the  faith. " 

In  Christian,  republic,  modern  America,  bond- 
age was  justifiable  on  the  basis  of  the  difference- 
between  the  white  race  and  the  black  race.  To 
barter  flesh  and  blood,  to  separate  parent  and 
child,  to  refuse  education,  were  practices  made 
legitimate  by  state,  church,  and  public  opinion 
as  long  as  the  victim  was— only  a  black  man. 

By  degrees  of  progress  the  advanced  nations, 
or  the  advanced  individuals  of  the  advanced  na- 
tions, have  established  their  standard  outside  the 
circumscribing  limitations  of  race,  nation,  creed, 
and  class. 

What,  then,  still  perpetuates  the  differentiating 
instinct,  egoism  versus  altruism? 


VALUE  OF  HUMANE   EDUCATION  11 

The  answer  is  found  in  the  prevailing  indiffer- 
ence to  cruelties  practiced  on  sentient  beings  as 
long  as  they  are— only  dumb  animals. 

Here  are  some  of  the  forms  this  indifference 
assumes : 

The  cruelties  of  commercial  greed  and  avarice, 
such  as  killing  the  animal  parent  and  leaving  the 
young  to  die  of  starvation  and  exposure:  "Ten 
thousand  baby  seals  die  annually  of  starvation 
because  their  mothers  are  killed  in  the  breeding 
season. "— David  Starr  Jordan,  in  Mafka  and 
Kotik. 

Depriving  the  parent  of  its  young,  and  leaving 
the  parent  to  be  consumed  with  the  agony  of  grief 
over  its  loss:  "When  a  mother  loses  her  child, 
her  heart  gives  a  cry  like  the  cry  of  a  wild  beast ; 
when  a  wild  beast  loses  its  young  it  gives  a  cry 
like  that  of  a  human  mother."— Victor  Hugo,  in 
'93. 

The  horrors  of  the  Western  plains  during  the 
snow  season,— "The  darkest  stain  on  American 
civilization:"  "The  slow  agony  of  millions  of 
livestock  which  all  winter  long  fight  unaided  for 
life  on  the  Western  cattle  ranges.  Countless  num- 
bers are  weeks  in  dying.  .  .  .  There  literally 
are  millions  of  cattle  on  the  great  ranges  of  the 
West,  from  Texas  to  Montana,  which  are  on 
the  extreme  verge  of  starvation.  They  will  con- 
tinue to  starve  slowly  until  spring.  This  happens 
every  year."— Dr.  William  0.  Stillman,  President 
American  Humane  Association. 


12          MORAL   AND    HUMANE   EDUCATION 

Crowding  cattle  when  transporting  them  in  such 
a  way  that  they  cannot  lie  down,  and  keeping 
them  thus  for  thirty-six  hours  without  food,  with- 
out rest,  without  water. 

The  routine  tragedy  of  stock  yard  activity,— 
goading  and  whipping,  bleeding  and  puncturing, 
stabbing  and  knocking,  scalding  and  scalping,— 
where  humane  method  and  human  consideration 
are  subordinated  to  the  mercenary  necessity  for 
speed,  volume,  and  profit. 

The  cruelty  of  trap  and  spring  pole,  when  the 
death  of  the  dumb  victim  comes  after  hours,  some- 
times days,  of  suffering  from  broken  limbs,  lacer- 
ated flesh,  and  the  agony  of  fever  and  thirst 
caused  by  these— not  to  mention  all  the  terror  and 
fright  endured.  When  Henry  Bergh  started  his 
crusade  against  this  cruelty  he  was  interrupted 
for  lack  of  funds.  Monsieur  Bonnard,  a  Canadian 
French  man,  who  had  made  a  fortune  in  the  fur 
trade  by  trapping,  left  it  to  further  Bergh 's  work, 
for  he  had  seen  such  cruelties  practiced  on  ani- 
mals in  his  business,  "memory  had  become  a 
horror;"  and  so  the  fortune,  wrought  from  the 
blood  and  terror  of  the  animal  heart,  went  to  its 
balm  and  succor. 

The  vanity  which  leads  to  all  this  trapping  and 
hunting,— the  adortiing  of  the  body  with  the 
heads,  claws,  tails,  and  skins  of  the  little  furry 
brothers,  the  decking  forth  with  the  beautiful 
plumage  of  the  kin  of  wood  and  glen. 

The  cruelty  of  sport  when  innocent  and  beau- 


VALUE  OF   HUMANE   EDUCATION  13 

tiful  creatures  like  deer,  moose,  wild  song  bird, 
and  fish  are  sacrificed  to  the  human  delight  in 
slaughter  and  blood  shed:  "  ...  Skin  deep, 
man  is  brute.  Just  a  little  while  ago  we  were 
mere  hunting  brutes — our  bellies  were  our  only 
thought  and  that  telltale  line  of  dots  was  the  road 
to  food.  No  man  can  follow  it  far  without  feeling 
a  wild-beast  prickling  in  his  hair  and  down  his 
spine.  .  .  .  This  the  vile  success — a  beautiful, 
glorious,  living  creature  tortured  into  a  loathsome 
mass  of  carrion. " 

Sacrificed  to  a  still  greater  degree  when 
wounded  and  left  to  die  slowly  of  wounds  and 
starvation :  The  average  pleasure-shooting  party 
leave  a  wake  of  suffering  behind  to  which  this  de- 
scription by  Thomas  Hardy  would  aptly  apply : 
' '  During  the  night  was  heard  a  new  strange  sound 
among  the  leaves.— Sometimes  it  was  a  palpita- 
tion, sometimes  a  flutter,  sometimes  a  sort  of  gasp 
or  gurgle.  .  .  .  These  were  followed  by  the  fall 
of  a  heavy  body  upon  the  ground.  Day  at  length 
broke  in  the  sky.  Under  the  trees  several  pheas- 
ants lay  about,  their  rich  plumage  dabbled  with 
blood;  some  staring  up  at  the  sky,  some  pulsating 
feebly,  some  contorted,  some  stretched  out— all 
of  them  writhing  in  agony,  except  the  fortunate 
ones  whose  torture  had  ended  during  the  night 
by  the  inability  of  nature  to  bear  more." 

The  cruelties  practiced  in  connection  with  the 
exhibition  of  trick  animals :  Lions  beaten  over 
the  head  with  clubs  till  the  blood  flows  from 


14          MORAL   AND   HUMANE   EDUCATION 

noses  and  ears;  horses,  dogs,  and  other  animals 
whipped  unmercifully  in  being  taught;  elephants 
urged  by  the  jerk  of  an  iron  hook  inserted  in  the 
ear. 

The  neglect,  indifference,  ignorance,  and  cruelty 
of  which  domestic  animals  are  the  victims— 
4 'silent  martyrs  of  civilization,7'— " dumb  slaves 
of  commercial  progress." 

And  the  crown  of  cruelties  perpetrated  by  man, 
the  unmentionable  secret  crimes  of  the  vivisec- 
tor's  laboratory:  "Vivisection  is  not  an  innocent 
study.  ...  It  can  be  indiscriminately  pur- 
sued only  by  torturing'-  animals.  ...  A  brief 
death  by  burning  would  be  considered  a  happy 
release  by  a  human  being  undergoing  the  experi- 
ence of  some  of  the  animals  who  slowly  die  in  a 
laboratory. "— Dr.  Henry  J.  Bigelow,  LL.  D., 
Professor  of  Surgery  in  Harvard  University. 

These  are  the  practices,  not  of  the  ancient  days 
of  bloody  sacrifices,  nor  of  the  middle  ages  of 
dark  and  secret  crimes,  but  of  the  open,  pro- 
gressive, moral  twentieth  century. 

Now,  with  the  knowledge  this  retrospective  light 
sheds  as  to  the  bar  the  hereditary  instinct  of 
centered  egoism  is  to  racial  evolution,  national 
progress,  and  individual  development,  it  is  ob- 
vious that  one  of  the  first  aims  of  education  must 
be  to  eliminate  it.  Man  must  be  educated  in  a 
way  to  make  his  native  egoism  radiate  beyond 
the  limitations  of  race,  nationality,  creed,  class, 
and  kind.  Man  must  be  educated  to  have  interest 


VALUE  OF   HUMANE   EDUCATION  15 

in,  feeling  for,  sympathy  with,  every  phase  of  life 
that  has  the  power  to  enjoy  and  to  suffer. 

Advanced  educators  recognize  three  forms  of 
education.  The  education  of  the  past,  which  has 
its  foundation  in  the  Renaissance  period  and 
which  educates  the  intellect  through  the  agency 
of  the  classics  and  the  sciences ;  the  education  of 
the  present,  which  recognizes  the  necessity  of  fit- 
ting the  individual  to  his  environment  and  which 
educates  the  eye,  the  ear,  and  the  hand  through 
the  agency  of  kindergarten,  construction  work, 
manual  and  industrial  training;  and  the  education 
of  the  future,  which  will  comprehend  the  other 
two  systems  and  add  a  third— the  education  of  the 
heart. 

G.  Stanley  Hall  says:  "Intellect  makes  a  man 
individual;  feeling  makes  him  universal. "  To 
make  a  man  universal !  That  means  making  him 
in  sympathy  with  all  that  feel,  giving  him  com- 
prehension of  the  rights  of  all  created  beings. 

For  heart  education  or  humane  education— 
they  are  identical— is  based  on  the  recognition 
that  the  spirit  of  life  is  universal  and  the  form  it 
takes,  whether  white  or  black,  Jew  or  gentile, 
Protestant  or  Catholic,  aristocrat  or  commoner, 
human  or  dumb,  varies  not  in  kind  but  in  ex- 
pression or  degree. 

"The  highest  education  focuses  the  soul  upon 
the  largest  loves." 

.  \ 


WHY  HUMANE   EDUCATION 

SHOULD  BE  PART  OF 

THE  PUBLIC  SCHOOL 

CURRICULUM 

Read  at  the  thirty-third  annual  meeting  of  the  Amer- 
ican Humane  Association,  October  5,  1909. 

WHAT  SHOULD  BE  TAUGHT  IN  THE  PUBLIC  SCHOOLS? 

There  are  some  viewpoints  in  educational  mat- 
ters which  are  as  divergent  as  the  poles.  There 
are  some  upon  which  all  educators  are  agreed. 

It  is  true  in  this  field,  as  in  most  others,  that 
it  is  in  the  elemental,  the  primary,  and  the  simple 
that  views  converge;  in  the  composite,  the  ad- 
vanced, and  the  complex  that  they  diverge. 

All  educators  would  agree  that  a  child  should 
learn  to  read,— an  example  of  the  convergence  on 
the  elemental,  primary,  and  simple.  They  would 
diverge  in  almost  as  many  directions  as  there  are 
individual  educators  on  the  theology,  if  any,  an 
adult  pupil  should  learn,  illustrating  the  diver- 
gence on  the  composite,  advanced,  and  complex. 

On  account  of  this  obvious  tendency  to  diverge 
on  educational  matters,  and,,  inasmuch  as  the  pub- 
lic schools  comprehend  all  classes  of  children  and 
the  curriculum  represents  the  viewpoints  of  many 
educators,  the  solution  of  the  problem,  what 

16 


THE  PUBLIC  SCHOOL  CURRICULUM         17 

should  be  taught  in  the  public  schools,  should  be 
based  on  the  elemental,  primary,  and  simple. 

FIRST  :    A  PART  OF  ELEMENTAL  STUDIES 

The  child  grows.  Education  is,  therefore,  a 
growth. 

A  child  primarily  grows  in  relation  to  his  en- 
vironment; therefore,  public-school  education  is, 
first,  the  growth  of  a  child  with  regard  to  his  en- 
vironment. Following  the  life-experience  of  the 
growing  child,  the  school  teaches  him,  first,  to 
notice  his  environment;  then,  to  study  and  in- 
vestigate it;  next,  to  adapt  himself  to  it;  and 
finally,  in  the  advanced  stages,  to  modify,  change, 
control,  and  elevate  it. 

Environment,  the  condition  of  life  which  sur- 
rounds the  individual,  has  two  phases,  the  natural 
and  the  social. 

The  natural  is  made  up  of  the  elements  and 
forces  of  nature,— air,  water,  earth,  mineral,  vege- 
table, and  animal  creations,  motion,  heat,  light,  etc. 

The  social  is  made  up  of  fellow-creatures,  of 
the  activities  which  spring  from  their  relation- 
ship,—play,  exchange,  trade,  business,  family  life, 
kinship,  neighborship,  community  life,  govern- 
ment, nationality,— as  well  as  those  higher  meta- 
physical expressions  of  the  same  relationship,^ 
kindness,  service,  protection,  sympathy,  love. 

So  quickly  is  the  life-experience  of  the  natural 
followed  by  that  of  the  social,  so  subtile  is  the 
demarcation  between  the  phases,  that  the  one  ex- 


18          MORAL   AND   HUMANE   EDUCATION 

perience  merges  into  another,  and  it  is  difficult  to 
tell  where  the  natural  ends  and  the  social  begins. 

The  child  of  nature  notices  that  water  runs 
down  hill ;  in  so  doing  it  causes  motion  in  hereto- 
fore immobile  objects;  this  motion,  now  power, 
turns  a  wheel,  the  wheel  moves  rods  and  stones, 
and  the  corn  he  eats  is  ground.  But  lo!  he  is 
grinding  more  corn  than  he  needs ;  he  exchanges 
the  meal  for  his  neighbor 's  corn,  and,  in  a  twinkle, 
the  child  of  nature  has  become  a  child  of  society, 
exchanging,  bartering,  and  expressing  interde- 
pendence, service,  and  equity. 

In  the  class-room,  where  education  is  based  on 
life-experience,  the  two  most  elemental  studies 
are  science,  the  study  of  the  natural,  and  civics, 
the  study  of  the  social. 

And,  just  as  the  child  of  nature  evolves  into  a 
child  of  society  in  life's  experimentation,  so 
science  or  nature  study  is  inevitably  followed  and 
supplemented  by  civics  in  the  process  of  education. 

To  illustrate  again:  physiology  opens  the 
pupil's  mind  to  a  knowledge  of  the  needs  for 
health— cleanliness  of  surroundings  among  others, 
—and  lo !  the  physiology  has  changed  to  a  treatise 
on  sanitation;  in  a. word,  the  physiology  and 
hygiene  of  the  community  body. 

One  of  the  earliest  and  most  insistent  subjects 
that  comes  under  nature  study,  as  based  on  youth- 
ful experience,  is  animal  life  in  its  various 
phases.  The  child  instinctively  and  continuously 
notes  the  habits,  mode  of  living,  and  uses  of  do- 


THE   PUBLIC   SCHOOL   CURRICULUM          19 

mestic  animals— cat,  dog,  horse,  etc.,— and  the 
wild  ones  native  to  his  especial  environment— 
birds,  rabbits,  squirrels,  etc.  He  learns  that,  in 
common  with  him,  they  need  and  desire  life,  food, 
shelter,  motion,  and  liberty;  that  they  have  feel- 
ing for  pain,  fear  of  death,  love  of  offspring. 
He  further  learns  that  some  animals  differ  from 
himself  and  from  one  another  in  other  various 
needs,  habits,  and  uses.  Some  eat  grass,  others 
nuts,  and  others  a  mixed  diet;  some  walk,  some 
fly,  some  creep ;  some  are  useful  to  man,  some  help 
out  the  lives  of  other  animals,  and  some  are  pests. 

From  nature  study  he  turns  in  the  natural  se- 
quence of  experience  to  the  civic  activities  of  his 
environment.  The  child  student  notes  that  the 
horse,  dog,  and  other  animals  are  prominent 
factors  in  labor,  trade,  exchange,  and  commerce; 
that  so  important  a  part  do  animals  have  in  the 
social  life  that  special  laws,  institutions,  and  offi- 
cial organizations  relating  to  them  are  constructed 
and  put  into  operation. 

Then,  in  continued  appropriateness  of  order,  he 
learns  the  bird  laws  of  his  state,  the  anti-cruelty 
society's  work  of  his  community,  the  duties  of  the 
local  game  warden,  etc. 

And  so,  rounding  up  our  first  set  of  premises, 
we  come  to  the  inference  that  the  two  most  ele- 
mental studies  of  the  public-school  course,  as 
based  on  the  child's  life-experience  of  growth,  are 
science,  the  study  of  nature,  and  civics,  the  study 
of  society ;  that  brute  life,  in  common  with  human 


20          MORAL   AND   HUMANE  EDUCATION 

life,  is  so  early  and  obvious  a  part  of  the  child's 
experience  that  it  is  one  of  the  first  and  most  im- 
portant subjects  of  science  and  civics;  that  so 
inherently  related  are  the  lives  of  brute  and 
human,  so  universal  is  the  kinship  of  life,  both  in 
nature  and  society,  it  is  impossible  to  present  in 
a  correct  and  educational  way  in  the  class-room 
the  two  most  elemental,  primary,  and  simple 
studies  for  school  life,  science  and  civics,  without 
comprehending  and  co-ordinating  the  study  of 
brute  life  and  of  human  life. 

SECOND:  CHARACTER  OF  HUMANE  EDUCATION 
Furthermore,  humane  education  should  be  a 
part  of  the  public-school  curriculum  because  here 
it  is  not  subject  to  mutations  and  interruptions  as 
elsewhere ;  it  can  be  continuous  and  concentrated ; 
it  can  be  presented  by  trained  educators  and  in  an 
educative,  systematic,  and  scientific  manner;  by 
being  non-sectarian,  it  cannot  be  subject  to  the 
opposition  of  those  who  object  to  sectarian  teach- 
ing ;  and  it  can  be  required  of,  and  participated  in, 
by  all  children  of  the  community. 

THIRD :      CHARACTER-GROWTH 

We  have  said  education  is  growth.  After  the 
child  responds  to  his  natural  and  social  environ- 
ment in  the  elemental  stages  he  passes  on  to 
higher  planes  of  growth,  and  we  call  this  evidence 
of  further  development  character-growth. 

Humane  education  adds  to  mental  development 


THE   PUBLIC   SCHOOL  CURRICULUM         21 

growth  in  the  inherent  moral  and  ethical  nature 
of  the  student.  Cultivation  of  such  positive  and 
constructive  qualities  as  honor,  justice,  and  cour- 
age, which  is  a  part  of  humane  education,  is  not 
only  legitimately  a  part  of  the  public-school  work 
but  necessarily  so,  for  by  it  the  child  is  led  from 
moral  defectiveness  and  moral  delinquency  to  the 
normal  expression  of  humanity. 

Humane  education  leads  the  child  from  egoism 
to  altruism ;  it  develops  the  child  not  by,  and  for, 
himself,  but  by,  and  in,  his  relationship  to  others ; 
it  broadens  his  outlook  and  interests  by  compre- 
hending different  orders  of  society,  various  na- 
tionalities, diverse  geographical  situations,  vary- 
ing historic  periods,  both  human  and  animal  cre- 
ations. 

Humane  education  breaks  down  barriers  in  the 
creations  of  the  universe,  makes  the  child  con- 
stantly feel  the  universal  kinship  of  life,  sup- 
presses that  traditionary  instinct  of  differentiating 
himself  and  his  kind  from  the  rest  of  creation;  in 
a  word,  makes  him  universal. 

The  supreme  reason  then  that  humane  edu- 
cation should  be  a  part  of  the  public-school  cur- 
riculum is  that  of  its  value  in  racial  evolution, 
national  progress,  and  individual  character- 
growth. 


PRESENTATION  OF  HUMANE 
EDUCATION  IN  ELEMEN- 
TARY SCHOOLS 

Humane  education  should  be  outlined  for  pres- 
entation in  elementary  schools  along  these  three 
lines, 

(a)  Study  which  connects  the  child  with  his 
natural  environment,  or  nature  study. 

(b)  Study  which  connects  the  child  with  his 
social  environment,  or  civics. 

(c)  Study  which  promotes   character-growth 
by  appealing  to  the  esthetic  and  ethic  nature  of  the 
child  through  art,  legend,  history,  poetry,  liter- 
ature, music,  and  the  sense  of  right  and  wrong,— 
the  elements  of  which  study  may  be  classified  un- 
der the  educational  agencies,  art  and  literature. 

Under  nature  study  (a)  comes  the  presentation 
of  animal  life  from  its  scientific  or  natural  side,— 
the  place  of  different  animals  in  the  economy 
of  nature,  their  usefulness  to  man,  utilitarian  and 
esthetic;  physiological  structure,  especially  com- 
parative, to  show  the  relation  between  man  and 
animal  and  between  different  kinds  of  animals  as 
to  the  effect  of  pain  and  pleasure,  sickness  and 
relief,  labor  and  rest,  love  of  offspring,  fear  of 
death,  power  to  reason ;  effects  of  climate,  adapta- 
tion to  environment,  heat  and  cold  relative  to  ani- 

22 


PRESENTATION    IN    ELEMENTARY   SCHOOLS     23 

mal  life;  peculiar  habits,  such  as  migration  and 
hibernation;  the  care  of  different  animals,  emer- 
gency relief  for  distress,  how  to  kill  humanely 
when  necessary. 

Under  civics  (b)  comes  the  study  of  institutions, 
organizations,  laws,  officials,  government  depart- 
ments established  for  the  protection  and  benefit  of 
man  and  brute,  including  anti-cruelty  societies, 
humane  educational  organizations,  Audubon  so- 
cieties, refuges,  rest-havens;  laws  concerning 
lame  and  sore  horses,  overloading,  docking ;  game 
laws  on  sling-shot,  rifle,  and  trapping;  game 
wardens,  bird  day,  state  and  federal  departments 
of  ornithology;  the  baneful  effect  of  fashion  in 
wearing  furs  and  feathers,  and  oi  sports  that 
cause  suffering. 

Under  art  (c)  would  come  an  objective  study 
of  life— human,  brute,  or  both— through  colored 
prints,  photographs,  or  copies  of  the  masterpieces. 
This  object  method  makes  a  concrete,  direct  ap- 
peal to  the  vision-sen-oe  and  comprehension  of 
the  student;  it  develops  his  esthetic  faculty,  and 
through  this  his  sympathy  with  the  subjects  of 
the  art  work;  and  it  shovs  the  relation  of  interest 
and  sympathy  between  the  artists  and  their  sub- 
jects. 

Copies  of  the  art  classics  recommended  in  the 
graded  course  of  study  that  follows  can  be  ob- 
tained for  class-room  study  by  the  pupils  in  penny 
sizes  from  The  Perry  Picture  Co.,— Maiden, 
Mass. 


24          MORAL  AND   HUMANE  EDUCATION 

Under  literature  (c),  by  poetry,  legend,  song, 
history,  and  story,  would  be  developed  the  activi- 
ties which  make  the  child  potential  as  a  moral  and 
responsible  being— activities  which  make  for  the 
imaginative,  the  ideal,  and  the  ethical  nature  of 
humanity. 

Each  month  these  four  lines  should  be  cor- 
related or  strung  together  by  a  special  subject, 
appropriate  to  that  particular  month,  and  which 
should  bear  a  theme  or  motif  wielding  a  special 
dominant  and  unifying  tone  to  the  presentation 
for  the  month.  In  the  lower  grades  this  theme  or 
motif  would  inspire  pupils  through  the  teacher; 
in  the  upper  grades,  pupils  directly.  Besides  the 
continuity  from  one  phase  to  another  of  each  spe- 
cial monthly  subject,  there  should  be  a  natural, 
continuous  unfolding  of  each  phase  from  grade  to 
grade. 

Of  course  these  four  phases  are  not  psycho- 
logically separated  by  absolute  lines  of  demarca- 
tion. (See  First:  A  Part  of  Elemental  Studies.) 
Nature  study  often  merges  into  civics,  civics  often 
harks  back  to  nature  study,  art  may  run  over  into 
literature,  and  literature  may  comprehend  two  or 
more  of  the  preceding  phases. 

It  may  also  happen  that  a  phase  of  the  subject 
which  was  presented  under  nature  study  in  one 
grade  may  expand  or  be  modified  into  civics  in  the 
next  grade.  This  is  not  inconsistent  but,  on  the 
contrary,  is  psychologically  true  to  life's  experi- 
ence,—for  the  same  fact  or  action  may,  from 


PRESENTATION    IN  ELEMENTARY  SCHOOLS      25 

one  standpoint,  be  a  part  of  the  natural  environ- 
ment; from  another  it  may  affect  the  social  rela- 
tion. 

As  all  education  evolves  from  the  known  to  the 
unknown,  so  in  this  line  of  education  subjects 
should  first  be  made  concrete  by  focusing  on  local 
conditions.  The  nature  study  phase  should  first 
evolve  from  the  actual  natural  environment  and 
conditions  of  the  special  locality  of  the  school; 
the  civic  phase  should  first  be  concerned  with  those 
civic  laws,  regulations,  and  local  government  un- 
der which  the  pupils  of  the  school  are  living. 
When  these  are  comprehended,  a  broader  outlook 
is  in  order. 

The  graded  course  of  study  in  humane  educa- 
tion that  follows  is  intended  to  be  suggestive, 
not  arbitrary.  Its  curtailing,  broadening,  or 
modifying  should  depend  on  local  conditions  of 
school  and  class. 

But  a  course  of  study  is  just  as  necessary  in 
this  line  of  education  as  in  others,— 

(a)  For  comprehensive,  varied,  and  unifying 
presentation  of  the  subject  in  each  grade. 

(b)  For  continuity  of  growth  from  grade  to 
grade. 

(c)  For  the  prevention  of  repetition  in  one 
grade  and  duplication  in  different  grades. 

Some  of  the  months  of  the  graded  course  have 
double  or  multiplied  subjects;  this  is  because,—!. 
These  doubled  or  multiplied  subjects  having  a 
natural  relationship  between  them  react  upon  and 


26         MORAL  AND   HUMANE   EDUCATION 

reinforce  one  another  in  their  appeal  to  the  pupil 's 
mind,— as  Trees  and  Birds  in  October  and  April. 
2.  It  is  not  well  to  highly  specialize  and  emphasize 
some  subjects,  but  let  them  grow  into  the  pupil's 
consciousness  indirectly  through  association  with 
others, — as  Thanksgiving  and  Persecution  in  No- 
vember. 3.  Some  of  these  seemingly  multiplied 
subjects  are  in  reality  different  and  varied  phases 
of  the  one  subject,— as  Patriotism  and  Good  Citi- 
zenship in  February. 

The  following  time  proportion  is  suggested  for 
the  course: 

Each  subject,  one  month. 

Each  one  of  the  four  phases  of  each  subject,  one 
week. 

First  and  Second  Grades,  ten  minutes  a  day  for 
five  days  in  the  week,  fifty  minutes  a  week. 

Third  and  Fourth  Grades,  fifteen  minutes  a  day 
for  four  days  in  the  week,  sixty  minutes  a  week. 

Fifth  and  Sixth  Grades,  twenty-five  minutes  a 
day  for  three  days  in  the  week,  seventy-five  min- 
utes a  week. 

Seventh  and  Eighth  Grades,  thirty  minutes  a 
day  for  three  days  in  the  week,  ninety  minutes  a 
week. 

Where  schools  have  a  term  of  eight  months 
instead  of  ten,  it  is  suggested  that  the  outlines  of 
October  and  April  be  curtailed  and  united,  and 
the  same  be  done  with  those  of  September  and 
June. 

In  preparation  for  each  monthly  outline  of  the 


PRESENTATION   IN   ELEMENTARY   SCHOOLS     27 

graded  course  the  teacher's  attention  is  called  to 
the  list  of  humane  leaflets,  magazine  articles,  and 
other  useful  supplementary  matter  recorded  in 
this  Manual  under  "Collateral  Beading  and  Aids 
to  Teacher  and  Pupil."  Also,  much  help  can  be 
obtained  for  the  outlines  from  the  text  and  illus- 
trations of  "Dumb  Animals  And  How  To  Treat 
Them,"  written  and  distributed  by  E.  K.  White- 
head,  secretary  of  Colorado  State  Bureau  of 
Child  and  Animal  Protection. 


GRADED  COURSE  OF  STUDY 

FOR  HUMANE  EDUCATION 

IN  ELEMENTARY 

SCHOOLS 


SEPTEMBER 

LABOB 

THEMES 

The  humblest  workman  has  his  place,  which  no  one 
else  can  fill. 

MAUD  LINDSAY. 
The  laborer  is  worthy  of  his  hire. 

THE  BIBLE. 

FIKST  GKADE 
NATUKE  STUDY 

What    the    horse    can    do.    His    shape,    size, 
strength,  speed,  endurance. 
What  he  eats,  how  he  drinks,  his  stable,  his  care. 

CIVICS 

The  horse  of  the  farmer,  groceryman,  butcher, 
baker,  and  milkman. 

What  he  does,  how  he  is  treated,  what  these 
laborers  would  do  without  him. 

The  horses  that  pull  the  garbage  wagon. 

The  horses  that  pull  the  sprinkling  wagon. 

The  horses  of  the  mounted  police. 

What  they  do,  how  they  are  treated,  who  owns 
them,  who  cares  for  them  when  they  are  sick,  sore, 
and  lame. 

What  the  blacksmith  does  for  the  horse. 

Gratitude  to  the  horse  for  his  labor;  kindness 
and  love  for  him. 

31 


32          MORAL  AND   HUMANE   EDUCATION 

What  the  child  can  do  to  help  in  the  labor  of 
the  house ;  the  yard. 
What  children  can  do  to  help  one  another. 

ART 
A  Humble  Servant.— Bonheur. 

LITERATURE 

Story-telling  by  teacher:  Story  of  Pegasus 
and  Bellerophon  from  the  Greek  myth,  found 
in  Hawthorne's  Wonder-Book. 


SECOND  GRADE 
NATURE  STUDY 

The  work  of  the  horse  in  harvesting  crops. 

The  hoofs,  hair,  hide,  mane,  tail,  and  teeth  of 
the  horse. 

His  food,  drink,  shelter. 

His  habits  as  to  grazing  and  herding. 

The  effect  on  him  of  labor  and  rest,  proper  food, 
right  shelter,  and  right  care. 

CIVICS 

Is  the  horse  a  laborer?  Does  he  have  a  right  to 
wages !  What  should  they  be  f 

Horses  in  the  fire  department;  their  ownership, 
their  work,  their  wages  (care,  food,  and  shelter). 

What  becomes  of  worn-out  fire  department 
horses? 


GRADED  COURSE  OF  STUDY       33 

Horses  of  the  army  (the  same  study  as  above). 
How  children  can  help  others;   one   another, 
parents,  teachers,  visitors  at  home  or  school. 

AKT 
Pharaoh's  Horses.— Herring. 

LITERATURE 

Story  by  teacher:  The  Bell  of  AtrL—  Henry  W. 
Longfellow. 

The  poem  paraphrased  as  a  story  by  the  teacher. 
Found  in  Longfellow's  Poems,  Houghton  Mifflin 
Co.,  publishers. 

This  poem,  illustrated,  can  be  obtained  in  leaflet 
form  at  two  cents  a  copy  from  the  American 
Humane  Education  Society,  Boston. 


THIRD  GRADE 
NATURE  STUDY 

The  horse's  work  in  harvesting  crops. 
The  horse's  work  in  hauling  to  market. 
Study  of  dogs  that  haul  and  carry  burdens,  as 
to  size,  strength,  endurance;  feet,  food,  and  drink. 

CIVICS 

Horses  in  lumber  camps. 

Sledge  dogs  in  lumber  camps. 

Their  special  forms  of  labor. 

Ownership ;  responsibility  of  owner  as  to  wages 


34          MORAL  AND  HUMANE  EDUCATION 

(food,  shelter,  care) ;    their  periods  of  labor  and 

rest. 

What  becomes  of  them  in  sickness  and  old  age  I 
The  child's  labor  at  home  in  house,  yard;    at 

school. 

ART 
My  Dog.—Landseer. 

LITERATURE 

Patrasche.— Louise  de  la  Ramee,  abridged  from 
The  Dog  of  Flanders. 

PATBASCHE 

He  was  a  dog  of  Flanders, — yellow  of  hide,  large  of 
head  and  limb,  with  wolf -like  ears  that  stood  erect,  and 
legs  bowed  and  feet  widened  in  the  muscular  develop- 
ment wrought  in  his  breed  by  many  generations  of  hard 
service.  Patrasche  came  of  a  race  which  had  toiled  from 
sire  to  son  in  Flanders  many  a  century, — slaves  of  slaves, 
beasts  of  the  shafts  and  the  harness,  creatures  that  lived 
straining  their  sinews  in  the  gall  of  the  cart,  and  died 
breaking  their  hearts  on  the  flints  of  the  streets. 

The  owner  of  Patrasche  was  a  sullen,  brutal  man, 
who  heaped  his  cart  full  with  pots  and  pans  and  other 
wares,  and  left  Patrasche  to  draw  the  load  as  best  he 
might,  whilst  he  himself  lounged  idly  by  his  side,  smok- 
ing his  pipe  and  stopping  at  every  wine  shop  on  the 
road.  Happily  for  Patrasche — or  unhappily — he  was 
very  strong ;  so  that  he  did  not  die,  but  managed  to  drag 
on  a  wretched  existence  under  the  brutal  burdens,  the 
hunger,  the  thirst,  the  blows,  the  curses,  and  the  ex- 
haustion, which  are  the  only  wages  with  which  the  Flem- 
ings repay  the  most  patient  and  laborious  of  all  their 
four-footed  victims.  One  day,  after  two  years  of  his 
long  and  deadly  agony,  Patrasche  was  going  on  as  usual 
along  one  of  the  straight,  dusty,  unlovely  roads  that 
lead  to  the  city  of  Antwerp.  It  was  full  midsummer, 


GRADED  COURSE  OF  STUDY       35 

and  very  warm.  His  cart  was  very  heavy,  piled  high 
with  goods  in  metal  and  in  earthenware.  His  owner 
sauntered  on  without  noticing  him  otherwise  than  by  the 
crack  of  the  whip  as  it  curled  round  his  quivering  loins. 
Going  along  thus,  in  the  full  sun,  on  a  scorching  high- 
way, having  eaten  nothing  for  twenty-four  hours,  and, 
which  was  far  worse  to  him,  not  having  tasted  water  for 
nearly  twelve,  being  blind  with  dust,  sore  with  blows, 
and  stupefied  with  the  merciless  weight  which  dragged 
upon  his  loins,  Patrasche,  for  once,  staggered  and  foamed 
a  little  at  the  mouth,  and  fell. 

He  fell  in  the  middle  of  the  white,  dusty  road,  in  the 
full  glare  of  the  sun;  he  was  sick  unto  death,  and  mo- 
tionless. His  master  gave  him  the  only  medicine  in 
his  pharmacy — kicks  and  oaths  and  blows  with  a  cudgel 
of  oak,  which  had  been  often  the  only  food  and  drink, 
the  only  wage  and  reward,  offered  to  him.  But  Pa- 
trasche was  beyond  the  reach  of  any  torture  or  of  any 
curses.  Patrasche  lay,  dead  to  all  appearances,  down 
in  the  white  powder  of  the  summer  dust.  After  a  while, 
finding  it  useless  to  assail  his  ribs  with  punishment  and 
his  ears  with  maledictions,  his  owner  kicked  his  body 
heavily  aside  into  the  grass,  and,  groaning  and  mutter- 
ing in  savage  wrath,  pushed  the  cart  lazily  along  the  road 
uphill. 

Patrasche  lay  there,  flung  in  the  grass-green  ditch.  It 
was  a  busy  road  that  day,  and  hundreds  of  people,  on 
foot  and  on  mules,  in  wagons  or  in  carts,  went  by.  After 
a  time,  amongst  the  holiday  makers  there  came  a  little 
old  man  who  was  bent  and  lame  and  very  feeble.  He 
looked  at  Patrasche,  paused,  wondered,  turned  aside, 
then  kneeled  down  in  the  rank  grass  and  weeds  of  the 
ditch,  and  surveyed  the  dog  with  kindly  eyes  of  pity. 
There  was  with  him  a  little  rosy,  fair-haired,  dark- 
eyed  child  of  a  few  years  old,  who  pattered  in  amidst  the 
bushes,  that  were  for  him  breast  high,  and  stood  gazing 
with  a  pretty  seriousness  upon  the  poor,  great,  quiet 
beast. 

Thus  it  was  that  these  two  first  met, —  the  little  Nello 
and  the  big  Patrasche. 


36          MORAL  AND   HUMANE  EDUCATION 

Old  Jehan  drew  the  sufferer  homeward  to  his  own 
little  hut,  which  was  a  stone's  throw  off  amidst  the 
fields,  and  there  tended  him  with  so  much  care  that 
the  sickness  passed  away.  Health  and  strength  returned, 
and  Patrasche  staggered  up  again  upon  his  four  stout, 
tawny  legs. 

Now  for  many  weeks  he  had  been  useless,  powerless, 
sore,  near  to  death;  but  all  this  time  he  had  heard  no 
rough  word,  had  felt  no  harsh  touch,  but  only  the  pitying 
murmurs  of  the  little  child's  voice  and  the  soothing 
caress  of  the  old  man 's  hand. 

In  his  sickness  they  two  had  grown  to  care  for  him, 
this  lonely  old  man  and  the  little  happy  child.  He  had 
a  corner  of  the  hut  with  a  heap  of  dry  grass  for  his  bed ; 
and  they  had  learned  to  listen  eagerly  for  his  breathing 
in  the  dark  night,  to  tell  them  that  he  lived ;  and  when 
he  was  first  well  enough  to  essay  a  loud,  hollow,  broken 
bay,  they  laughed  aloud,  and  almost  wept  together  for 
joy  at  such  a  sign  of  his  sure  restoration ;  and  little  Nello, 
in  delighted  glee,  hung  round  his  rugged  neck  chains 
of  marguerites,  and  kissed  him  with  fresh  and  ruddy 
lips. 

So  then,  when  Patrasche  arose  himself  again,  strong, 
big,  gaunt,  powerful,  his  great  wistful  eyes  had  a  gentle 
astonishment  in  them  that  there  were  no  curses  to  rouse 
him  and  no  blows  to  drive  him ;  and  his  heart  awakened 
to  a  mighty  love,  which  never  wavered  in  its  fidelity 
whilst  life  abode  with  him. 

But  Patrasche,  being  a  dog,  was  grateful.  Patrasche 
lay  pondering  long,  with  grave,  tender,  musing  brown 
eyes,  watching  the  movements  of  his  friends.  Now  the 
old  man  could  do  nothing  for  his  living  but  limp  about 
a  little  with  a  small  cart,  with  which  he  daily  carried  the 
milk  cans  of  those  happier  neighbors  who  owned  cattle 
away  into  the  town  of  Antwerp.  The  villagers  gave 
him  the  employment  a  little  out  of  charity, — more  be- 
cause it  suited  them  well  to  send  their  milk  into  the 
town  by  so  honest  a  carrier,  and  bide  at  home  themselves 
to  look  after  their  gardens,  their  cows,  their  poultry,  or 
their  little  fields.  But  it  was  becoming  hard  work  for 


GRADED  COURSE  OF  STUDY      37 

the  old  man.     He  was  eighty-three,  and  Antwerp  was 
a  good  league  off,  or  more. 

Patrasche  watched  the  milk  cans  come  and  go  that  one 
day  when  he  had  got  well  and  was  lying  in  the  sun  with 
the  wreath  of  marguerites  round  his  tawny  neck. 

The  next  morning  Patrasche,  before  the  old  man  had 
touched  the  cart,  arose  and  walked  to  it  and  placed  him- 
self betwixt  its  handles,  and  testified  as  plainly  as  dumb 
show  could  do  his  desire  and  his  ability  to  work  in  re- 
turn for  the  bread  of  charity  that  he  had  eaten.  The 
old  man  resisted  long,  for  he  was  one  of  those  who 
thought  it  a  foul  shame  to  bind  dogs  to  labor  for  which 
Nature  never  formed  them.  But  Patrasche  would  not 
be  gainsaid ;  finding  they  did  not  harness  him,  he  tried 
to  draw  the  cart  onward  with  his  teeth. 

At  length  old  Jehan  gave  way,  vanquished  by  the 
gratitude  of  this  creature  whom  he  had  succored.  He 
fashioned  his  cart  so  that  Patrasche  could  run  in  it,  and 
this  he  did  every  morning  of  his  life  thence  forward. 

When  the  winter  came,  the  old  man  thanked  the 
blessed  fortune  that  had  brought  him  to  the  dying  dog 
in  the  ditch;  for  he  would  ill  have  known  how  to  pull 
his  load  over  the  snows  and  through  the  deep  ruts  in 
the  mud  if  it  had  not  been  for  the  strength  and  the  in- 
dustry of  the  animal  he  had  befriended.  As  for  Pa- 
trasche, it  seemed  heaven  to  him.  After  the  frightful 
burdens  that  his  old  master  had  compelled  him  to  strain 
under,  it  seemed  nothing  to  him  but  amusement  to  step 
out  with  his  little  light  green  cart,  with  its  bright  brass 
cans,  by  the  side  of  the  gentle  old  man  who  always  paid 
him  with  a  tender  caress  and  with  a  kindly  word.  Be- 
sides, his  work  was  over  by  three  or  four  in  the  day, 
and  after  that  time  he  was  free  to  do  as  he  would, — to 
stretch  himself,  to  sleep  in  the  sun,  to  wander  in  the 
fields,  to  romp  with  the  young  child,  or  to  play  with  his 
fellow-dogs.  Patrasche  was  very  happy. 

LOUISE  DE  LA  RAMEE. 

Abridged  from  the  Dog  of  Flanders,  from  The  Jones 
Readers,  Book  V.  By  permission  of  Ginn  &  Co.,  pub- 
lishers. 


38          MORAL  AND   HUMANE  EDUCATION 

FOURTH  GRADE 
NATURE  STUDY 

Food,  drink,  and  digestion  of  horse ;  of  dog. 

How  the  horse  perspires ;  how  the  dog  perspires. 

Compare  the  horse  and  the  mule  and  the  burro, 
as  to  points  of  analogy  and  points  of  difference  in 
physical  features,— hide,  hair,  hoofs,  ears,  size, 
etc.;  in  powers,— strength,  speed,  endurance,  and 
special  capabilities;  in  requirements,— food,  care, 
shelter. 

CIVICS 

Horses  of  the  post-office  service  (including  rural 
route  delivery  horses) ;  ownership,  wages,  respon- 
sibility as  to  condition. 

Proper  and  improper  harness  of  horse,  mule, 
etc.;  shoes,  collar  pads,  saddle,  blinders,  check- 
rein,  bit,  girth,  blanket,  etc. 

Sores,  diseases,  and  disabilities  resulting  from 
improper  harness. 

The  rights  of  a  laborer  to  right  conditions  of 
labor. 

How  to  report  cases  of  suffering  of  dumb  ani- 
mals to  a  policeman. 

The  business  of  all  to  protest  against  cruelty 
to  dumb  animals  because  they  cannot  speak  for 
themselves. 

The  child's  labor  at  home  in  house,  yard,  etc.; 
at  school. 

ART 

Shoeing  the  Bay  Mare.— Lan dseer. 


GRADED   COURSE   OF   STUDY  39 

LITERATURE 

Llewellyn  and  His  Dog.— W.  R.  Spenser. 

LLEWELLYN  AND  HIS  DOG 

The  spearmen  heard  the  bugle  sound, 

And  cheerily  smiled  the  morn, 
And  many  a  orach,  and  many  a  hound, 

Attend  Llewellyn Is  horn. 
And  still  he  blew  a  louder  blast, 

And  gave  a  louder  cheer ; 
"Come,  Gelert!  why  art  thou  the  last, 

Llewellyn 's  horn  to  hear? 

"Oh,  where  does  faithful  Gelert  roam? 

The  flower  of  all  his  race ! 
So  true,  so  brave — a  lamb  at  home, 

A  lion  in  the  chase !" 
That  day  Llewellyn  little  loved 

The  chase  of  hart  or  hare ; 
And  scant  and  small  the  booty  proved, 

For  Gelert  was  not  there. 

Unpleased,  Llewellyn  homeward  hied; 

When  near  the  portal  seat, 
His  truant  Gelert  he  espied, 

Bounding  his  lord  to  greet. 
But  when  he  gained  the  castle  door, 

Aghast  the  chieftain  stood: 
The  hound  was  smeared  with  drops  of  gore; 

His  lips  and  fangs  ran  blood. 

Llewellyn  gazed  with  wild  surprise, 

Unused  such  looks  to  meet ; 
His  favorite  checked  his  joyful  guise, 

And  crouched  and  licked  his  feet. 
Onward  in  haste  Llewellyn  passed, 

(And  on  went  Gelert  too)  : 
And  still,  where'er  his  eyes  were  cast, 

Fresh  blood-drops  shocked  his  view. 


40          MORAL  AND    HUMANE   EDUCATION 

O'erturned  his  infant's  bed  he  found, 

The  blood-stained  cover  rent 
And  all  around  the  walls  and  ground 

With  recent  blood  besprent. 
He  called  his  child — no  voice  replied; 

He  searched — with  terror  wild ; 
Blood !  blood !  he  found  on  every  side, 

But  nowhere  found  the  child ! 

*  *  Monster,  by  thee  my  child 's  devoured ! ' ' 

The  frantic  father  cried, 
And  to  the  hilt  his  vengeful  sword 

He  plunged  in  Gelert's  side. 
His  suppliant,  as  to  earth  he  fell, 

No  pity  could  impart; 
But  still  his  Gelert's  dying  yell, 

Passed  heavy  o  'er  his  heart. 

Aroused  by  Gelert's  dying  yell, 

Some  slumberer  wakened  nigh : 
What  words  the  parent's  joy  can  tell 

To  hear  his  infant  cry ! 
Concealed  beneath  a  mangled  heap 

His  hurried  search  had  missed : 
All  glowing  from  his  rosy  sleep, 

His  cherub  boy  he  kissed. 

Nor  scratch  had  he,  nor  harm,  nor  dread ; 

But  the  same  couch  beneath 
Lay  a  great  wolf,  all  torn  and  dead — 

Tremendous  still  in  death. 
Ah,  what  was  then  Llewellyn 's  pain ! 

For  now  the  truth  was  clear ; 
The  gallant  hound  the  wolf  had  slain 

To  save  Llewellyn's  heir. 

Vain,  vain  was  all  Llewellyn's  woe — 

"Best  of  thy  kind,  adieu ! 
The  frantic  deed  which  laid  thee  low 

This  heart  shall  ever  rue. ' ' 


II 


GRADED   COURSE   OF   STUDY  41 

And  now  a  gallant  tomb  they  raise, 

With  costly  sculpture  decked ; 
And  marbles,  storied  with  his  praise, 

For  Gelert's  bones  protect. 

Here  never  could  the  spearman  pass, 

Or  forester,  unmoved; 
Here  oft  the  tear-besprinkled  grass 

Llewellyn 's  sorrow  proved. 
And  here  he  hung  his  horn  and  spear; 

And  oft,  as  evening  fell, 
In  fancy 's  piercing  sounds  would  hear 

Poor  Gelert's  dying  yell. 

~W.  B.  SPENSER. 

From  Voices  for  the  Speechless,  Compiled  by  Abraham 
Firth.  By  permission  of  Houghton  Mifflin  Co.,  pub- 
lishers. 


FIFTH  GRADE 
NATURE  STUDY 

The  bony  and  muscular  framework  of  the  horse ; 
of  the  dog. 

Study  of  the  hoofs  of  the  horse ;  the  feet  of  the 
dog. 

Lameness  of  the  horse,— its  various  causes; 
how  to  tell  when  the  lameness  is  painful ;  proper 
and  improper  shoeing. 

CIVICS 

Veterinary  doctors  and  surgeons,— meaning  of 
term;  their  work. 

Local  anti-cruelty  society,— its  name,  location, 
and  work. 


42          MORAL  AND   HUMANE  EDUCATION 

Local  laws  against  using  sore  lame,  and  dis- 
eased animals. 

How  to  report  a  case  to  the  local  anti-cruelty 
society. 

Horses  in  public  service  of  local  community,— 
mounted  police  department,  fire  department,  post- 
office  service,  rural  routes,  etc. 

The  nobility  of  labor;  justice  to  the  laborer  of 
all  classes. 

ART 

Norman  Sire.— Bonheur. 

A  Distinguished  Member  of  the  Humane  So- 
ciety.— Landseer. 

LITERATURE 

The  Bell  of  Atri.— Henry  W.  Longfellow. 
(See  Literature,  Second  Grade,  September.) 


SIXTH  GRADE 
NATURE  STUDY 

Various  kinds  of  horses,— farm,  draft,  speed- 
ing, ponies,  bronchos,  etc. 

Weights  of  different  kinds  of  horses-  and  their 
proportional  powers  as  to  drawing  loads  com- 
pared. 

Various  kinds  of  dogs  that  serve  man,— shep- 
herd, St.  Bernard,  Newfoundland,  sledge  dog, 
Eskimo,  bulldog,  etc. 

How  horses  are  "broken,"  or  trained  to  serve 
man. 


GRADED   COURSE   OF   STUDY  43 

How  dogs  are  trained  to  serve  man. 

Proper  care  and  treatment  of  horses;  of  dogs. 

CIVICS 

City  and  state  laws  for  prevention  of  cruelty 
to  higher  domestic  animals,  especially  those  re- 
lating to  right  and  wrong  conditions  of  labor, 
overloading,  etc. 

City  and  state  laws  against  child  labor. 

City  and  state  laws  against  wrong  conditions 
of  man's  labor  in  connection  with  machinery, 
mines,  and  other  forms  of  dangerous  labor. 

ART 

Saved. — Landseer. 
Dray  Horses. — Watts. 

LITERATURE 

Ulysses  and  Argus.— Odyssey  (Alexander 
Pope's  translation). 

ULYSSES  AND  ARGUS 
(An  Extract) 

When  wise  Ulysses,  from  his  native  coast 
Long  kept  by  wars,  and  long  by  tempests  tost, 
Arrived  at  last — poor,  old,  disguised,  alone. 
To  all  his  friends  and  ev'n  his  queen  unknown, 
Changed  as  he  was,  with  age.  and  toils,  and  cares, 
Furrowed  his  rev  'rend  face,  and  white  his  hairs, 
In  his  own  palace  forced  to  ask  his  bread, 
Scorned  by  those  slaves  his  former  bounty  fed, 
Forgot  of  all  his  own  domestic  crew, 
His  faithful  dog  his  rightful  master  knew ! 
Unfed,  unhoused,  neglected,  on  the  clay, 


44          MORAL  AND  HUMANE  EDUCATION 

Like  an  old  servant,  now  cashiered,  he  lay ; 

And  though,  ev'n  then  expiring  on  the  plain, 

Touched  with  resentment  of  ungrateful  man, 

And  longing  to  behold  his  ancient  lord  again, 

Him  when  he  saw,  he  rose,  and  crawled  to  meet. 

( 'T  was  all  he  could),  and  fawned,  and  kissed  his  feet, 

Seized  with  dumb  joy ;  then,  falling  by  his  side, 

Owned  his  returning  lord,  looked  up,  and  died. 

ODYSSEY  (Alexander  Pope's  translation). 


SEVENTH  GRADE 
NATURE  STUDY 

Physiological  structure  of  higher  domestic  ani- 
mals compared  with  that  of  man  as  to  bones,  flesh, 
blood,  nervous  system,  and  functional  activity. 

Their  comparative  intelligence  and  feeling  as 
to  pain,  memory,  reasoning;  love  of  offspring, 
fear  of  death,  necessity  for  liberty;. moral  quali- 
ties such  as  gratitude,  attachment,  service,  etc. 

CIVICS. 

The  relation  of  the  horse  and  dog  to  man  in  the 
progress  of  civilization;  relationship  of  mutual 
service  and  protection ;  deeds  of  heroism  and  self- 
sacrifice. 

Brief  discussion  of  child  labor;  of  industries 
dangerous  to  man. 

ART 
Highland  Shepherd's  Chief  Mourner. — Landseer. 

LITERATURE 

Dying  in  Harness.— John  Boyle  O'Reilly. 


GRADED   COURSE   OF   STUDY  45 


DYING  IN  HARNESS 

Only  a  fallen  horse,  stretched  out  there  on  the  road, 
Stretched  in  the  broken  shafts,  and  crushed  by  the  heavy 

load; 

Only  a  fallen  horse,  and  a  circle  of  wondering  eyes 
Watching  the   'frighted  teamster  goading  the  beast  to 

rise. 

Hold !  for  his  toil  is  over — no  more  labor  for  him ; 
See  the  poor  neck  outstretched,  and  the  patient  eyes 

grow  dim ; 
See,  on  the  friendly  stones  now  peacefully  rests  his 

head — 
Thinking,  if  dumb  beasts  think,  how  good  it  is  to  be 

dead; 

After  the  burdened  journey,  how  restful  it  is  to  lie 
With  the  broken  shafts  and  the  cruel  load— waiting  only 

to  die. 
Watchers,  he  died  in  harness — died  in  the  shafts  and 

straps — 

Fell,  and  the  great  load  killed  him ;  one  of  the  day 's  mis- 
haps— 

One  of  the  passing  wonders  marking  the  city  road — 
A  toiler  dying  in  harness,  heedless  of  call  or  goad. 
Passers,    crowding    the    pathway,    staying  your  steps 

awhile, 
What  is  the  symbol?  "Only  death?    Why  should  you 

cease  to  smile 
At  death  for  a  beast  of  burden?"    On  through  the  busy 

street 
That  is  ever  and  ever  echoing  the  tread  of  the  hurrying 

feet! 

What  was  the  sign  ?  A  symbol  to  touch  the  tireless  will. 
Does  he  who  taught  in  parables  speak  in  parables  still  ? 
The  seed  on  the  rock  is  wasted — on  heedless  hearts  of 

men, 
That  gather  and  sow  and  grasp  and  lose — labor  and 

sleep — and  then — 
Then  for  the  prize !  A  crowd  in  the  street  of  ever  echoing 

tread — 


46          MORAL  AND   HUMANE   EDUCATION 

The  toiler,  crushed  by  the  heavy  load,  is  there  in  his 
harness — dead. 

JOHN  BOYLE  O'REILLY. 

From  Firth's  Voices  of  the  Speechless.     By  permis- 
sion of  Houghton  Mifflin  Co.,  publishers. 


EIGHTH  GRADE 
NATURE  STUDY 

Review  of  work  of  preceding  grades  on  this  sub- 
ject, emphasizing  adaptation  of  horse  and  dog  to 
their  peculiar  forms  of  labor ;  comparative  physi- 
ology of  horse  and  dog  to  man ;  points  of  analogy 
in  intelligence  and  moral  attributes ;  results  of 
proper  and  improper  treatment. 

CIVICS 

The  economic  side  of  kindness  .to  animals. 

Federal  Bureau  of  Animal  Industry. 

The  humane  movement  in  England  and  the 
United  States. 

The  moral  right  of  any  laborer  to  protection 
against  cruelty  and  to  right  conditions  of  labor, 
and  to  the  wages  of  the  labor. 

ART 
The  Horse  Fair.—Bonheur. 

LITRATURE 

Silent  Martyrs  of  Civilization. — J.  Howard 
Moore. 


GRADED  COURSE   OF   STUDY  47 

An  extract  from  The  New  Ethics :  Can  be  ob- 
tained from  the  American  Humane  Association, 
Albany,  New  York,  for  one  and  one-third  cents 
a  copy. 

SILENT  MARTYRS  OF   CIVILIZATION 

The  great  changes  which  man  has  made  in  the  world 
have  been  wrought,  chiefly  by  proxy.  Civilization  is  the 
result,  not  of  human  strength,  but  of  human  genius. 
Man  has  harnessed  the  herds  that  roamed  about  him,  and 
the  winds  and  lightnings  he  has  chained  to  his  under- 
takings. 

A  large  part  of  the  energy  of  civilization  has  come 
out  of  the  bodies  of  the  great,  four-footed  races.  The 
horse,  the  ox,  the  mule,  the  elephant,  the  camel,  the  rein- 
deer, the  water  buffalo,  the  yak,  the  dog,  and  the  donkey 
— on  the  powerful  and  patient  backs  of  these  beings 
civilization  has  been  borne  for  unknown  hundreds  of 
years.  The  power  and  mobility  of  these  races  have 
enabled  man  to  carry  out  enterprises  he  never  could  have 
dreamed  of  undertaking  single-handed.  Without  horses 
or  other  beings  able  and  willing  to  wield  the  great  im- 
plements, agriculture,  the  most  basic  of  human  indus- 
tries, would  be  almost  impossible. 

But  human  dependence  is  not  the  chief  concern  of 
this  paper ;  but  the  fact  that  these  races  associated  with 
man  are  not  treated  by  him  with  a  consideration  at  all 
equal  to  their  services.  He  must  have  a  hard  heart  or  a 
strange  understanding  who  can  look  upon  the  lot  of 
man's  menials  and  not  feel  that  wrongs — not  petty 
wrongs,  but  wrongs  that  would  darken  the  darkest  pages 
of  human  history — are  unmercifully  rained  upon  them. 
The  horse,  the  mule,  the  camel,  and  the  ox  have  pretty 
nearly  made  man  what  he  is.  They  have  contributed 
to  human  welfare  and  achievement  to  an  extent  that 
can  never  be  estimated.  They  are  the  bone  and  sinew  of 
civilization — the  plodding,  faithful,  indispensable  allies 
of  man  in  almost  everything  he  undertakes,  whether  of 


48          MORAL  AND   HUMANE  EDUCATION 

war  or  peace,  pomp  or  pleasure.  When  the  human 
monkey  wants  to  look  especially  *  *  grand ' '  or  fill  his  soul 
especially  full  with  the  feeling  that  he  is  "some  punk- 
ins/'  what  would  he  do  if  he  couldn't  borrow  splendor 
by  getting  on  the  back  of  that  most  magnificent  of  all 
beings — the  horse? 

Civilization  is  not  exclusively  a  human  thing.  It  is 
a  joint  product — the  result  of  the  combined  labors  and 
sacrifices  of  many  races  of  mammals  and  birds.  And 
no  one  of  these  races  has  the  right  to  take  more  than  its 
share  of  the  blessings  of  civilization  nor  to  shift  upon 
others  more  than  their  portion  of  life's  ills.  This  is  a 
hard  world.  There  is  a  lot  of  necessary  evil  in  it  that 
has  got  to  be  borne  by  somebody.  We  should  be  willing 
to  do  our  part.  It  is  not  manly  to  pour  into  the  cup  of 
others  the  bitterness  we  should  drink,  nor  to  snatch  from 
others'  hands  the  joys  that  rightfully  belong  to  them. 
We  would  not  want  to  join  with  others  in  getting  up  a 
meal,  and  then  have  a  few  sit  down  and  devour  the 
whole  thing  while  the  rest  of  us  stood  and  looked  on. 
But  that  's  about  the  degree  of  delicacy  exemplified  by 
our  grab-bag  system  of  industry.  The  earth  is  a  table. 
Millions  of  us  are  eating.  We  have  the  manners  of 
swine.  We  haven't  even  the  courtesy  to  pass  things 
around.  If  we  manage  to  get  a  seat  by  the  piece  de 
resistance,  we  proceed  to  gobble  up  the  whole  thing, 
regardless  of  the  wan  faces  that  spring  up  in  the  wake  of 
our  devastations.  We  are  brothers.  Politeness  is  not 
pawing  and  scraping.  It  is  humanity. 

In  his  conduct  toward  those  associated  with  him  in 
the  labor  of  life,  man  violates  every  principle  of  morals 
and  humanity.  He  distributes  the  products  of  their 
common  labors  and  hardships  with  the  generosity  of  a 
lion. 

Take  horses.  The  great  mass  of  these  beings  are  reg- 
ularly and  systematically  robbed.  Their  lives  are 
drained  of  everything  that  makes  life  worth  living,  and 
into  them  are  poured  instead  all  the  anguish  of  pro- 
longed crucifixion.  They  are  chained  to  a  slavery  so 
hopeless  and  subjected  to  sufferings  so  incessant  and  hor- 


THE 

BOSTON    EDITION. 


iES.        3158, 


FROM    PAINTING   BY   LAUX. 


A     RESTING     PLACE. 


GRADED  COURSE  OF  STUDY       49 

rible  that  no  human  being  of  intelligence  would  endure 
them  for  a  day.  They  are  overloaded,  overworked,  poorly 
sheltered,  beaten  without  cause,  neglected,  starved,  mis- 
understood, cut  with  brutal  whips,  deprived  of  leisure 
and  liberty,  and  doomed  to  a  round  of  wretchedness  and 
toil  such  as  only  machines,  with  no  desire  for  happiness 
and  no  capacity  for  despair,  would  ever  voluntarily  en- 
ter upon.  From  the  time  they  start  out  in  the  morning 
till  they  come  back  at  night,  aching  with  weariness  and 
covered  with  stripes,  they  are  doomed  to  an  existence 
that  contains  all  the  essentials  of  a  living  death.  And 
it  is  not  for  a  day,  or-  a  week,  or  a  year.  It  is  for  a  life- 
time. They  have  absolutely  nothing  to  look  forward  to 
— except  a  pistol  shot ;  and  often  this  even  does  not  come 
to  them  until  they  have  lost  the  power  to  feel. 

I  wish  I  could  say  something  that  would  move  you — 
something  that  would  make  you  miserable  the  rest  of 
your  days  in  pity  for  these  poor,  helpless,  doomed  things 
—^something  that  would  make  you  feel  in  some  meas- 
ure the  pitiable  lot,  the  awful,  needless  sufferings,  of 
these  silent  martyrs  of  our  civilization. 

A  little  while  ago  a  friend  of  mine  wrote  me  about 
the  frightful  condition  of  horses  and  other  domestic  ani- 
mals in  Egypt.  He  said  it  was  the  most  terrible  in  all 
the  world — that  it  made  him  utterly  wretched  every  time 
he  went  there  and  saw  it.  He  wanted  to  pay  my  way 
if  I  would  go  there  and  see  if  something  could  not  be 
done  to  stay  the  scourge  of  blood  and  fire  that  is  falling 
on  the  backs  of  the  four-footed  unfortunates  of  that  land. 
I  could  not  go.  But  the  thought  of  what  was  going  on 
there  in  that  distant  East  has  haunted  me  ever  since.  I 
can  hear  the  blows  falling,  and  see  the  cringing  forms  of 
agony,  and  feel  the  fresh  blister  under  the  inhuman 
whips.  Spain  is  another  place  almost  as  bad  as  Egypt. 

0  the  millions  and  millions  and  millions  of  poor,  doomed 
ones  in  this  world  who  are  compelled  to  groan  out  their 
lives  on  the  anvils  and  chopping  blocks  of  human  feroc- 
ity!   I  hardly  ever  see  a  sunrise,  when  alone,  but  what 

1  think,  Yes,  it  opens  the  flowers,  and  turns  the  dew- 
drops  to  pearls,  and  fills  the  groves  with  minstrelsy ;  but, 


50          MORAL  AND   HUMANE  EDUCATION 

alas,  it  also  inaugurates  over  the  wide  earth  a  new  on- 
slaught by  the  flagellants  on  the  poor,  pain-cursed  chil- 
dren of  the  chains. 

Can  you  realize  what  it  means  to  be  in  a  lifelong  sub- 
jection to  a  being  who  has  almost  no  thought  or  care  for 
you  and  no  understanding  of  your  real  nature  and  suf- 
ferings— to  be  alive  and  sensitive  and  filled  with  desires, 
and  yet  treated  always  as  if  you  were  an  inanimate  lump 
— to  be  even  without  the  power  to  plead  for  compassion, 
and  yet  be  in  such  utter  bondage  as  to  be  at  the  absolute 
mercy  of  every  brutal  whim  of  your  overling  ? 

I  have  seen  horses  that  were  so  weak  and  thin  from 
years  of  toil  and  mistreatment  that  they  could  hardly 
raise  one  foot  after  another,  hitched  to  a  load  and  made 
to  drag  it  through  the  streets,  while  a  great  big  sem- 
blance of  a  man  sat  on  the  seat  with  a  whip  in  his  hand 
and  kept  striking  them  with  it  every  few  minutes  to 
make  them  go  faster.  Nothing,  I  suppose,  not  even  hot 
irons,  could  have  caused  them  to  go  faster  than  a  walk. 
The  years  had  been  too  long  and  too  cruel.  They  were 
too  nearly  dead.  All  they  could  do  was  to  make  a 
feeble  lurch  forward  at  each  blow,  and,  after  a  few 
quickened  steps,  lapse  again  into  their  painful  trudge. 
And  their  poor  old  backs  and  sides  had  become  so  dead- 
ened by  blows  that  these  parts  no  longer  had  nerves ;  and 
the  driver,  instead  of  whipping  them  in  the  ordinary 
way,  struck  them  over  the  face  and  around  their  an- 
kles and  legs,  where  the  flesh  was  still  sensitive. 

Talk  of  vivisection!  It  is  monstrous!  But  it  is  not 
all  carried  on  behind  voiceless  walls  and  in  the  name  of 
science.  It  goes  on  on  all  our  streets  in  broad  daylight 
every  day.  And  much  of  it,  I  am  sorry  to  say,  is  to  be 
laid  at  the  feet  of  men  who  are  themselves  crying  pite- 
ously  for  justice. 

No  wonder  horses  become  downcast  and  apathetic! 
No  wonder  they  become  broken  hearted!  No  wonder 
their  faces  become  drawn,  and  out  of  their  eyes  streams 
the  solemnity  that  darkens  the  faces  of  the  doomed ! 

Man  treats  those  co-operating  with  him  in  the  labor  of 
life  as  mere  means  to  his  own  selfish  purposes.  He 


GRADED   COURSE   OF   STUDY  51 

feeds  and  shelters  them  for  the  same  reason  that  the 
capitalist  feeds  and  shelters  the  poor  human  things 
who  serve  him — simply  to  make  them  last  as  long 
as  possible.  There  is  no  equity  in  the  matter — no 
brotherhood — no  thought  of  the  Golden  Rule.  They  are 
to  him  simply  lemons— things  to  be  squeezed,  nothing 
more.  And  when  he  has  extracted  from  them  every 
benefit  he  is  able  to  extract,  he  casts  them  out,  as  the 
money-hog  does  his  worn-out  workmen,  to  rot.  The  stars 
of  heaven  never  looked  down  on  more  pitiful  sights  than 
that  of  horses  or  men,  after  having  drudged  faithfully 
all  their  lifelong  days  in  the  service  of  others,  and  after 
receiving  for  their  lifelong  devotion  a  compensation 
chiefly  of  pain,  turned  out  in  their  helpless  old  age  to 
starve  to  death. 

It  is  not  necessary  that  the  relation  between  the 
human  and  other  species  shall  cease  in  order  that  con- 
ditions may  conform  with  humanitarian  ideals.  It  is 
not  even  necessary  that  this  relation  be  less  profitable 
to  man— merely  that  it  be  made  two-sided  instead  of  one- 
sided, made  to  harmonize  with  the  plain  and  simple 
principles  of  justice.  We  talk  so  much  about  justice  and 
humanity.  We  seem  never  to  get  tired  of  it.  I  presume 
that  if  all  the  complimentary  things  men  say  and  write 
every  year  about  justice  and  humanity  were  put  into 
books  and  gathered  in  one  place,  they  would  fill  a  library. 
But  there  it  all  ends — in  fine  sentences  dozing  gloriously 
in  gold-bound  volumes.  There  is  no  justice  or  humanity 
to  amount  to  anything  anywhere  else  in  the  universe,  ex- 
cept in  libraries.  Justice  and  humanity  are  sentiments 
that  are  particularly  fitted  for  verbalization,  but  they 
do  not  lend  themselves  rapidly  to  the  daily  practice  of 
beings  who  are  to  all  intents  or  purposes  enameled  bar- 
barians. 

This  is  the  ideal : 

Man  takes  these  races  from  the  plains,  where  they  are 
exposed  to  hunger  and  thirst  and  cold,  harassed  by 
enemies,  and  victimized  by  their  own  child-like  intel- 
ligence. He  associates  them  with  himself.  He  gives 
them  security,  shelter,  regular  food,  intellectual  sur- 


52          MORAL  AND  HUMANE  EDUCATION 

roundings,  and  a  home.  They  give  him  in  return  the 
benefits  of  their  superior  strength  and  speed,  bearing 
man  and  his  burdens,  wielding  his  great  machines  for 
him,  and  supplementing  in  a  thousand  ways  the  in- 
adequate powers  of  their  mentor.  These  beings  are 
really  children — great  big,  strong,  healthy,  energetic 
boys  and  girls— capable  of  an  incredible  amount  of  work 
and  genuine  fellowship  and  affection,  but  much  better 
off  associated  with  some  one  who  will  look  after  them 
and  afford  to  them  for  the  emergencies  of  life  a  higher 
degree  of  wisdom  and  generalization  than  they  possess. 
Man  gives  to  them  the  advantage  of  his  judgment  and 
enterprise  in  return  for  power  and  mobility.  Both  are 
benefited.  Both  are  better  off  than  they  would  be  if 
they  acted  independently  or  were  alone  in  the  world. 
The  resulting  advantage  arises  in  the  same  way  exactly 
as  that  arising  when  men  divide  their  labors  among  them- 
selves and  co-operate  in  their  tasks. 

In  the  ideal  state,  man  treats  the  races  of  beings 
affiliated  with  him  not  as  objects  of  pillage' but  as  beings 
with  rights  and  feelings  and  capabilities  of  happiness 
and  misery,  like  himself.  He  is  kind  to  them,  and  ever 
mindful  of  how  he  may  gladden  and  enrich  their  nec- 
essarily meager  lives.  He  gets  real  pleasure,  as  every 
true  altruist  would,  out  of  simply  seeing  them  happy 
and  of  realizing  that  he  has  in  some  measure  contrib- 
uted to  that  happiness.  He  provides  them  plenty  to 
eat,  comfortable  homes,  vacation  days  in  which  to  rest, 
opportunities  for  pleasure  and  pastime,  an  education, 
and  infirmaries  for  times  of  misfortune  and  decline.  He 
does  not  drive  them  until  they  are  ready  to  drop.  He 
does  not  abuse  them  until  they  are  so  nervous  and  soured 
they  have  to  be  muzzled  to  keep  them  from  biting  at 
passers-by.  He  does  not  cut  off  their  pretty  tails  nor 
rein  up  their  heads  into  horrible  positions  in  the  inter- 
ests of  an  illiterate  vanity.  He  does  not  go  around  with 
a  stick  or  a  whip  with  which  to  attack  them  whenever  he 
does  not  feel  well  or  things  go  against  him  at  home. 
He  talks  to  them.  He  treats  them  as  the  Arab  treats  his 
horse.  The  Arab  regards  his  steed  always  as  his  com- 


GRADED   COURSE   OF   STUDY  53 

rade,  as  one  whom  he  delights  to  please,  taking  him  into 
his  own  tent  if  necessary  and  putting  his  arms  around 
his  neck  and  looking  into  his  beautiful  eyes,  the  assur- 
ance of  true  love  and  friendship.  In  short,  man,  when 
he  acts  ideally,  treats  these  beings  at  all  times  as  asso- 
ciates, not  as  slaves  or  machines,  as  his  best  friends  and 
most-  faithful  and  valuable  allies.  They,  on  the  other 
hand,  come  to  recognize  man  as  their  true  guide  and 
benefactor.  They  learn  to  love  and  trust  him,  and  the 
great,  generous-hearted  creatures  are  willing  to  wear  out 
their  very  skeletons  in  his  service. 

The  great  Law  of  Love — the  abstaining  from  that 
which  we  do  not  like  when  done  to  ourselves — Reci- 
procity— is  the  only  relation  to  exist  among  associated 
beings  of  any  kind. 

PROFESSOR  J.  HOWARD  MOORE. 

An  extract  from  The  New  Ethics.  By  kindness  of  the 
author.  (Can  be  obtained  from  the  American  Humane 
Association,  Albany,  New  York,  in  leaflet  form  at  one 
and  one-third  cents.) 


OCTOBER 

HARVEST    FRUIT-FALL    BIRDS-FALL 
MIGRATION 

THEMES 

Who  planted  this  old  apple-tree? 

BRYANT. 

"For  I  have  pledged 
All  that  is  human  in  me  to  protect, 
Their  unsuspecting  gratitude  and  love." 

Suggestive:  See  "A  Classified  List  of  More 
Common  Birds "  and  "Collateral  Reading  and 
Aids  to  Teacher  and  Pupil  in  Humane  Education " 
in  this  Manual. 

Send  for  "The  Birds  of  the  Chicago  Area,"  by 
F.  M.  Woodruff,  and  other  bulletins,  pamphlets, 
printed  bird  lectures,  and  stereopticon  slides,  is- 
sued by  the  Chicago  Academy  of  Sciences,  Lincoln 
Park,  Chicago. 

Arbor  and  Bird  Day  Circulars ;  State  Superin- 
tendent Public  Instruction. 

Pamphlet  on  State  Game  Laws  and  State  Game 
Commissioner. 

Reports  and  Bulletins  of  State  Bureau  of  Agri- 
culture on  Birds. 

Same:  State  University. 

Leaflets  and  Illustrations  on  birds,  trapping, 
shooting,  etc.,  issued  by  the  American  Humane 
Association,  208  State  Street,  Albany,  New  York. 

54 


GRADED  COURSE   OF   STUDY  55 

Same :  School  Department  of  National  Associa- 
tion of  Audubon  Societies,  141  Broadway,  New 
York  City. 

Same :   State  Secretary  of  Audubon  Society. 

Year  books  and  Bulletins  issued  by  Federal  De- 
partment of  Agriculture,  Washington,  District  of 
Columbia;  Federal  Department  of  Ornithology, 
Washington,  District  of  Columbia;  Biological 
Survey,  Washington,  District  of  Columbia. 

For  songs  in  lower  grades:  Songs  of  Happy 
Life,  compiled  by  Sarah  J.  Eddy  (publishers,  Sil- 
ver, Burdett  &  Co.)  is  recommended. 

FIKST  GRADE 
NATURE  STUDY 

The  apple,— color,  size,  taste. 
A  talk  about  the  birds  of  the  immediate  locality 
common  in  fall  and  winter. 

Special  recognition  by  name,  color,  song-note, 
and  general  appearance  of  the  three  most  common 
species.  (Suggestive:  Crow,  Snow-bird  or  Junco, 
Chickadee.) 

CIVICS 

Planting  the  apple  seed;  planting  the  apple- 
tree  sapling. 

What  birds  do  for  the  neighborhood. 

Feeding  and  protecting  them  around  home  and 
school. 

ART 

Robin-Eedbreast.— Munier. 


56          MORAL  AND  HUMANE  EDUCATION 

LITERATURE 

Beading   by    teacher:    Autumn    Apples.—  Un- 
known. 

AUTUMN  APPLES 

Apples  swinging  on  the  trees, 
Swinging,  singing  in  the  breeze, 
Whispering  autumn  melodies 

To  the  world  that  winds  away ! 

Eed  and  laughing  all  the  time, 
Dainty  as  a  lilting  rhyme, 
Kissing  little  vines  that  climb 

Up  to  greet  them  in  their  play. 

All  the  world  goes  singing  on, 
From  the  twilight  to  the  dawn ; 
To  the  apples '  cheeks  are  drawn 
Butterflies  and  honey-bees. 

Luscious  apples,  fine  and  big, 
Hanging  on  a  branch  or  twig, 
Dancing  just  a  little  jig, 

To  the  music  of  the  breeze. 

Song:  Farewell  to  the  Birds.— Gay  nor. 
Poem:   Dicky-Birds. — Anonymous. 

DICKY-BIRDS 

Lots  of  little  dicky-birds, 

Sitting  in  a  row; 
Lots  of  pairs  of  naked  feet 

Buried  in  the  snow. 
I  should  think  you  'd  fly  away 

Where  the  weather  's  warm; 
Then  you  would  not  have  to  be 
Out  there  in  the  storm. 


THE   PERRY   PICTURES,       913 
BOSTON   EDITION. 


ANDSEER.       1802-1873. 


MONARCH     OF     THE     GLEN. 


GRADED  COURSE  OF  STUDY      57 

Sorry  little  dicky-birds, 

Don't  you  know  the  way? 
Can't  you  find  the  road  to  go 

Where  it  's  always  May? 
Robins  all  have  found  it  out, 

Wrens  and  thrushes  too ; 
Don't  you  wish  you  'd  thought  to  ask, 

Ere  away  they  flew? 

Hungry  little  dicky-birds, 

Would  you  like  some  bread? 
I  will  give  you  all  you  want, 

Or  some  seeds  instead. 
Anything  you  like  to  eat, 

You  shall  have  it  free, 
Ev  'ry  morning,  ev  'ry  night, 

If  you  '11  come  to  me. 

Happy  little  dicky-birds, 

Have  you  had  enough? 
Don't  forget  to  come  again 

While  the  weather  's  rough. 
Bye-bye,  cheerful  little  birds! 

Off  the  wee  things  swarm, 
Dancing  thro'  the  driving  snow, 

Singing  in  the  storm! 


CHORUS 

Dicky-birds,  dicky-birds, 

Pretty  dicky-birds, 
Don't  you  want  some  crumbs  to  eat, 

Pretty  dicky-birds? 

ANONYMOUS. 

From  Songs  of  Happy  Life,  compiled  by  Sarah  J. 
Eddy.  By  arrangement  with  the  publishers,  Silver, 
Burdett  &  Co.,  and  the  compiler,  Miss  Eddy. 


58          MORAL  AND   HUMANE  EDUCATION 

SECOND  GRADE 
NATURE  STUDY 
Harvesting  apples. 

Talk  on  most  common  birds  of  local  community 
of  fall  and  winter. 

Special  recognition  and  knowledge  of  three  spe- 
cies in  addition  to  those  learned  in  First  Grade. 
(Suggestive:  Bluejay,  English  Sparrow,  Hairy 
Woodpecker.) 

CIVICS 

Storing  apples  for  winter  use. 

Birds'  usefulness  to  man  as  insect  and  weed 
destroyers,  as  singers. 

How  to  attract  birds  to  neighborhood,— placing 
food,  drink,  and  boxes  and  feeding-shelves. 

Effect  of  use  of  sling-shot  on  decreasing  birds 
in  neighborhood. 

ART 

Sparrows. —Laux. 

LITERATURE 

Swinging  'Neath  the  Old  Apple  Tree.— Anony- 
mous. 

Hiawatha's  Brothers.— Henry  W.  Longfellow. 

SWINGING  'NEATH  THE  OLD  APPLE  TREE 

Oh,  the  sports  of  childhood, 

Roaming  thro'  the  wildwood, 
Running  o  'er  the  meadows,  happy  and  free : 

But  my  heart  's  abeating, 

For  the  old-time  greeting, 
Swinging  'neath  the  old  apple  tree. 


GRADED  COURSE  OF  STUDY      59 

Swinging,  swinging,  swinging,  swinging, 
Lulling  care  to  rest  'neath  the  old  apple  tree, 

Swinging,  swinging,  swinging,  swinging, 
Swinging  'neath  the  old  apple  tree. 

Swaying  in  the  sunbeams, 

Floating  in  the  shadow, 
Sailing  on  the  breezes,  happy  and  free ; 

Chasing  all  our  sadness, 

Shouting  in  our  gladness, 
Swinging  'neath  the  old  apple  tree. 

Swinging,  swinging,  swinging,  swinging, 
Lulling  care  to  rest  'neath  the  old  apple  tree, 

Swinging,  swinging,  swinging,  swinging, 
Swinging  'neath  the  old  apple  tree. 

ANONYMOUS. 

From    Favorite    Songs    and    Hymns,    published    by 
American  Book  Co.     By  permission. 

HIAWATHA'S    BROTHERS 

Then  the  little  Hiawatha 
Learned  of  every  bird  its  language, 
Learned  their  names  and  all  their  secrets, 
How  they  built  their  nests  in  summer, 
Where  they  hid  themselves  in  winter, 
Talked  with  them  whene  'er  he  met  them, 
Called  them  * '  Hiawatha 's  Chickens. ' ' 

Of  all  the  beasts  he  learned  the  language, 
Learned  their  names  and  all  their  secrets, 
How  the  beavers  built  their  lodges, 
Where  the  squirrels  hid  their  acorns, 
How  the  reindeer  ran  so  swiftly, 
Why  the  rabbit  was  so  timid, 
Talked  with  them  whene'er  he  met  them, 
Called  them  "Hiawatha's  Brothers." 

HENRY  WADSWORTH  LONGFELLOW. 

From  Hiawatha.     By  permission  of  Houghton  Mifflin 
Co.,  publishers. 


60          MORAL  AND   HUMANE   EDUCATION 


THIRD  GRADE 

NATURE  STUDY 

Dissemination  of  seeds  of  fruit  trees. 

Peculiarities  of  eyes,  tongue,  bill,  feet,  bones, 
wings,  tail,  and  plumage  of  birds. 

Learn  meaning  of  Family  as  applied  to  groups 
of  birds  and  illustrate  by  two  most  common 
Bird  Families  in  community.  ( Suggestive :  Crow 
and  Jay  Family  and  Sparrow  Family.) 

CIVICS 

A  visit  to,  and  talk  on,  seed-stores. 
Birds'  usefulness   to  man   around  home  and 
school,  in  garden,  farm,  and  woods. 
Effect  of  use  of  sling-shot. 
Effect  of  use  of  birds7  plumage  for  millinery. 

ART 

Colored  prints  of  apple  and  apple  tree. 
Colored  prints  of  fall  and  winter  birds  studied. 

LITERATURE 

The  Land  of  the  Big  Red  Apple.— Robertus 
Love. 
The  Halo.- IF.  C.  Gannette. 

THE  LAND  OF  THE  BIG  RED  APPLE 

The  Land  of  the  Big  Red  Apple 
Lies  fair  beneath  her  skies, 
As  halcyon  isles  where  summer  smiles 
In  seas  of  Paradise. 


GRADED   COURSE   OF   STUDY  61 

The  lowly  homestead  nestles  there, 

With  daisies  at  the  door, 
While  bloomy  clover  scents  the  air- 
I  smell  it  as  of  yore. 

The  Land  of  the  Big  Red  Apple 

Is  the  home  of  hardy  men, 
Who  sow  and  reap,  and  work  and  sleep, 

And  wake  to  work  again. 
They  go  their  ways  with  heads  erect, 

And  women  walk  beside, 
Serene  and  sweet  and  circumspect, 

And  true  and  tender-eyed. 

ROBERTUS  LOVE. 


THE    HALO 

(An  Extract) 

Think  what  a  price  to  pay, 
Faces  so  bright  and  gay, 

Just  for  a  hat! 

Flowers  unvisited,  mornings  unsung, 
Sea-ranges  bare  of  the  wings  that  o'erswung — 
Bared  just  for  that! 

Oh,  but  the  shame  of  it, 
Oh,  but  the  blame  of  it, 

Price  of  a  hat! 

Just  for  a  jauntiness  brightening  the  street ! 
This  is  your  halo,  0  faces  so  sweet, 
Death :  and  for  that ! 

REVEREND  W.  C.  GANNETT. 

From  Firth's  Voices  of  the  Speechless.     By  permis- 
sion of  Houghton  Mifflin  Co.,  publishers. 


62       MORAL  AND  HUMANE  EDUCATION 

FOURTH  GRADE 
NATURE  STUDY 

Collecting  fall  fruits  and  nuts. 

Fall  migration,— cause  (food  supplies,  climate, 
inherited  instinct,  imitation) ;  methods  of  getting 
together,  methods  of  flying,  forms  of  communica- 
tion for  organizing,  destination,  distances,  when 
return;  effect  of  migration  on  birds,  scattering 
families,  losses,  death,  new  homes,  etc. 

Add  two  new  Families  to  those  learned  in  Third 
Grade.  (Suggestive:  Swallow  Family  and  Lark 
Family.) 

CIVICS 

Marketing  fall  fruits  and  nuts. 

Beauty  and  usefulness  of  birds  to  man. 

How  to  prevent  use  of  sling-shot  by  help  of 
police. 

How  birds  are  captured  by  trappers  for  their 
plumage  to  be  used  in  millinery. 

The  aigrette,— what  it  is,  how  obtained,  result 
on  nestlings  and  on  the  decrease  of  the  bird. 

ART 
A  Besting-Place.— Laux. 

LITERATURE 

The  Little-Ked- Apple  Tree.— J.  Whit  comb 
Rttey  (Rhymes  of  Childhood). 

The  Fall  Migrations.— Mary  Drummond,  secre- 
tary Illinois  Audubon  Society. 


GRADED   COURSE   OF   STUDY  63 


THE  LITTLE-RED-APPLE  TREE 

The  Little-red-apple  Tree!— 

0  the  Little-red-apple  Tree ! 
When  I  was  the  little-est  bit  of  a  boy 

And  you  were  a  boy  with  me ! 
The  bluebird's  flight  from  the  topmost  boughs, 

And  the  boys  up  there — so  high 
That  we  rocked  over  the  roof  of  the  house 

And  whooped  as  the  winds  went  by ! 

Ho!   the  Little-red-apple  Tree! 

With  the  garden-beds  below, 
And  the  old  grape-arbor  so  welcomely 

Hiding  the  rake  and  hoe! 
Hiding,  too,  as  the  sun  dripped  through 

In  spatters  of  wasted  gold, 
Frank  and  Amy  away  from  you 

And  me  in  the  days  of  old! 

The  Little-red-apple  Tree ! — 

In  the  edge  of  the  garden-spot, 
Where  the  apples  fell  so  lavishly 

Into  the  neighbor's  lot; — 
So  do  I  think  of  you  alway, 

Brother  of  mine,  as  the  tree, — 
Giving  the  ripest  wealth  of  your  love 

To  the  world  as  well  as  me. 

The  Little-red-apple  Tree! 

Sweet  as  its  juiciest  fruit 
Spanged  on  the  palate  spicily, 

And  rolled  o  'er  the  tongue  to  boot, 
Is  the  memory  still  and  the  joy 

Of  the  Little-red-apple  Tree, 
When  I  was  the  little-est  bit  of  a  boy 

And  you  were  a  boy  with  me ! 

JAMES  WHITCOMB  RILEY. 

From  Rhymes  of  Childhood.  Copyright  1900.  By 
special  permission  of  the  publishers,  The  Bobbs-Merrill 
Co. 


64  MORAL  AND  HUMANE  EDUCATION 

THE  FALL  MIGRATIONS 

I 

A  rush  of  wings  through  the  darkening  night ; 
A  sweep  through  the  air  in  the  distant  height. 

Far  off  we  hear  them,  cry  answering  cry ; 

'T  is  the  voice  of  the  birds  as  they  southward  fly. 

From  sea  to  sea,  as  if  marking  the  time, 

Comes  the  beat  of  wings  from  the  long,  dark  line. 

O  strong,  steady  wing,  with  your  rhythmic  beat ; 
Flying  from  cold  to  the  summer-time  heat. 

O  keen  glancing  eye,  that  can  see  so  far; 

Do  you  guide  your  flight  by  the  northern  star? 

The  birds  from  the  North  are  crossing  the  moon, 
And  the  Southland  knows  they  are  coming  soon. 

II 

"With  gladness  and  freedom  and  music  gone, 
Another  migration  is  passing  on. 

No  long,  dark  lines  o  'er  the  face  of  the  moon ; 
No  dip  of  wings  in  the  Southern  lagoon. 

No  sweet  low  twitter,  no  welcoming  song, 
These  are  birds  of  silence  that  sweep  along. 

Lifeless  and  stiff,  with  the  death  mark  on  it, 
This  "Fall  Migration"  on  hat  and  bonnet. 

And  the  crowd  goes  by,  with  so  few  to  care, 
For  this  march  of  death  of  the  fowls  of  the  air. 

A  bier  for  dead  birds,  has  it  come  to  that ; 
Must  this  be  our  thought  of  a  woman 's  hat  ? 

MARY  DRUMMOND, 
Secretary,  Illinois  Audubon  Society. 

By  kindness  of  the  author.  (This  poem  can  be  ob- 
tained in  leaflet  form  from  the  Illinois  Audubon  Society 
at  sixty  cents  per  100.  Leaflet  No.  6.) 


THE  PERRY   PICTURES. 
P9STON  EDITION. 


FROM   PAINTING   BY   FERRUZZI. 
COPYRIGHT.    1909.    BY    EUGENE    A.    PERRY. 


MADONNA     AND     CHILD, 


GRADED   COURSE   OF   STUDY  65 

FIFTH  GRADE 

NATURE  STUDY 

Kecognition  and  classification  of  different  kinds 
of  apple  trees. 

Review  knowledge  of  various  species  of  birds 
learned  in  preceding  grades. 

Group  them  into  Families ;  study  points  of  dif- 
ference and  points  of  analogy  between  one  Family 
and  another. 

Learn  the  distinctive  characteristics  of  an  Or- 
der ;  illustrate  by  the  Order  of  Perching  Birds. 

CIVICS 

The  apple  as  an  article  of  diet,— taste,  nourish- 
ment, cheapness,  abundance,  etc. 
What  the  city  parks  are  doing  for  birds. 
Police  and  city  protection  of  birds. 
Local  anti-cruelty  society's  protection  of  birds. 
Bird-day  proclamation. 

ART 

Prints  of  local  fruit  trees. 
Prints  of  local  birds. 

LITERATURE 

The  Orchard  Lands  of  Long  Ago.— James 
Whitcomb  Riley. 

The  Wounded  Curlew.— Celia  Thaxter. 

Publishers  of  Celia  Thaxter 's  Poems,  Hough- 
ton  Mifflin  Co.  This  poem  can  also  be  found  in 


66         MORAL  AND   HUMANE  EDUCATION 

Jones  Readers,  Book  V,  publishers,  Ginn  &  Co., 
and  in  Songs  of  Happy  Life,  publishers  Silver, 
Burdett  &  Co. 

THE  ORCHARD  LANDS  OF  LONG  AGO 

The  orchard  lands  of  Long  Ago ! 
0  drowsy  winds,  awake,  and  blow 
The  snowy  blossoms  back  to  me, 
And  all  the  buds  that  used  to  be ! 
Blow  back  along  the  grassy  ways 
Of  truant  feet,  and  lift  the  haze 
Of  happy  summer  from  the  trees 
That  trail  their  tresses  in  the  seas 
Of  grain  that  float  and  overflow 
The  orchard  lands  of  Long  Ago ! 

Blow  back  the  melody  that  slips 

In  lazy  laughter  from  the  lips 

That  marvel  much  if  any  kJss 

Is  sweeter  than  the  apple's  is. 

Blow  back  the  twitter  of  the  birds — 

The  lisp,  the  titter,  and  the  words 

Of  merriment  that  found  the  shine 

Of  summer  time  a  glorious  wine 

That  drenched  the  leaves  that  loved  it  so, 

In  orchard  lands  of  Long  Ago ! 

O  memory !  alight  and  sing 

Where  rosy-bellied  pippins  cling 

And  golden  russets  glint  and  gleam, 

As,  in  the  old  Arabian  dream, 

The  fruits  of  that  enchanted  tree 

The  glad  Aladdin  robbed  for  me ! 

And,  drowsy  winds,  awake  and  fan 

My  blood  as  when  it  overran 

A  heart  ripe  as  the  apples  grow 

In  orchard  lands  of  Long  Ago! 

JAMES  WHITCOMB   RILEY. 

From  Rhymes  of  Childhood.  Copyright  1900.  By 
special  permission  of  the  publishers,  The  Bobbs-Merrill 
Co, 


GRADED   COURSE   OF   STUDY  67 

SIXTH  GRADE 
NATURE  STUDY 

Fruit  trees  of  different  parts  of  United  States. 
Fall  migration,  fall  migrants,  winter  residents. 
Review  Order  of  Perching  Birds. 
Add  the  study  of  Order  of  Woodpeckers. 
Learn  to  classify  the  local  Families  of  birds  that 
properly  belong  so  under  these  Orders. 

CIVICS 

State  Bureau  of  Agriculture  on  promotion  and 
distribution  of  fruit  trees. 

City  and  state  laws  protecting  birds  against 
sling-shot,  trapping,  rifle,  and  gun. 

State  Board  of  Agriculture  on  protection  of 
birds  as  insect  and  weed  destroyers. 

ART 

Colored  charts  and  stereopticon  slides  on  fruit 
trees ;  on  fall  and  winter  birds. 

LITERATURE 

The  Planting  of  the  Apple-Tree.— William  Cul- 
len  Bryant. 
To  a  Waterfowl.— William  Cullen  Bryant. 


68          MORAL  AND   HUMANE  EDUCATION 

THE  PLANTING  OF  THE  APPLE-TREE 

(An  Extract) 
Come,  let  us  plant  the  apple-tree. 

Cleave  the  tough  greensward  with  the  spade ; 

Wide  let  its  hollow  bed  be  made  ; 

There  gently  lay  the  roots,  and  there 

Sift  the  dark  mould  with  kindly  care, 
And  press  it  orer  them  tenderly, 

As  round  the  sleeping  infant  '&  feet 

We  softly  fold  the  cradle-sheet ; 
So  plant  we  the  apple-tree. 

What  plant  we  in  this  apple-tree? 
Buds,  which  the  breath  of  summer  days 
Shall  lengthen  into  leafy  sprays ; 
Boughs,  where  the  thrush  with  crimson  breast 
Shall  haunt,  and  sing,  and  hide  her  nest ; 

We  plant,  upon  the  sunny  lea 
A  shadow  for  the  noontide  hour, 
A  shelter  from  the  summer  shower, 

When  we  plant  the  apple-tree. 

What  plant  we  in  this  apple-tree  ? 
Sweets  for  a  hundred  flowery  springs 
To  load  the  May-wind's  restless  wings, 
When  from  the  orchard  row,  he  pours 
Its  fragrance  through  our  open  doors; 

A  world  of  blossoms  for  the  bee, 
Flowers  for  the  sick  girl 's  silent  room, 
For  the  glad  infant  sprigs  of  bloom, 

We  plant  with  the  apple-tree. 

What  plant  we  in  this  apple-tree  ? 
Fruits  that  shall  swell  in  sunny  June, 
And  redden  in  the  August  noon, 
And  drop,  when  gentle  airs  come  by, 
That  fan  the  blue  September  sky, 

While  children  come,  with  cries  of  glee, 
And  seek  them  where  the  fragrant  grass 
Betrays  their  bed  to  those  who  pass, 

At  the  foot  of  the  apple-tree. 


GRADED  COURSE  OF  STUDY       69 

And  when  above  this  apple-tree, 
The  winter  stars  are  quivering  bright 
And  winds  go  howling  through  the  night, 
Girls,  whose  young  eyes  o'erflow  with  mirth, 
Shall  peel  its  fruit  by  cottage  hearth, 

And  guests  in  prouder  homes  shall  see, 
Heaped  with  the  grape  of  Cintra's  vine 

And  golden  orange  of  the  Line, 

The  fruit  of  the  apple-tree. 

The  fruitage  of  this  apple-tree 
Winds  and  our  flag  of  stripe  and  star 
Shall  bear  to  coasts  that  lie  afar, 
Where  men  shall  wonder  at  the  view, 
And  ask  in  what  fair  groves  they  grew ; 

And  sojourners  beyond  the  sea 
Shall  think  of  childhood's  careless  day 
And  long,  long  hours  of  summer  play, 

In  the  shade  of  the  apple-tree. 

WILLIAM   CULLEN  BRYANT. 

Eeprinted  from  Bryant's  Complete  Poetical  Works. 
By  permission  of  D.  Appleton  &  Co. 

TO  A  WATERFOWL 

Whither,    'midst  falling  dew, 
While  glow  the  heavens  with  the  last  steps  of  day 
Far  through  their  rosy  depths,  dost  thou  pursue 

Thy  solitary  way  ? 

Vainly  the  fowler's  eye 

Might  mark  thy  distant  flight  to  do  thee  wrong, 
As,  darkly  painted  on  the  crimson  sky, 

Thy  figure  floats  along. 

Seek'st  thou  the  plashy  brink 
Of  weedy  lake,  or  marge  or  river  wide, 
OP  where  the  rocking  billows  rise  and  sink 

On  the  chafed  ocean  side  ? 


70         MORAL  AND   HUMANE  EDUCATION 

There  is  a  Power  whose  care 
Teaches  thy  way  along  that  pathless  coast, — 
The  desert  and  illimitable  air, — 

Lone  wandering,  but  not  lost. 

All  day  thy  wings  have  fanned, 
At  that  far  height,  the  cold,  thin  atmosphere ; 
Yet  stoop  not,  weary,  to  the  welcome  land, 

Though  the  dark  night  is  near. 

And  soon  that  toil  shall  end ; 
Soon  shalt  thou  find  a  summer  home,  and  rest 
And  scream  among  thy  fellows ;  reeds  shall  bend 

Soon  o'er  thy  sheltered  nest. 

Thou  'rt  gone— the  abyss  of  heaven 
Hath  swallowed  up  thy  form — yet  on  my  heart 
Deeply  hath  sunk  the  lesson  thou  hast  given, 

And  shall  not  soon  depart. 

He,  who  from  zone  to  zone 

Guides  through  the  boundless  sky  thy  certain  flight, 
In  the  long  way  that  I  must  tread  alone 

Will  lead  my  steps  aright. 

WILLIAM  CULLEN  BRYANT. 

Reprinted  from  Bryant's   Complete  Poetical  Works. 
By  permission  of  D.  Appleton  &  Co. 


SEVENTH  GRADE 
NATURE  STUDY 

Climatic  and  otherwise  geographical  distribu- 
tion of  fruit  trees  in  the  United  States. 

Range  and  geographical  distribution  of  birds. 

Study  and  classification  of  Bird  Families 
grouped  into  Orders, 


GRADED   COURSE   OF   STUDY  71 

CIVICS 

Fruit  raising  as  a  national  industry. 

State  Game  Commission;  game  warden;  game 
laws. 

Audubon  Society.  (Found  in  magazine  "Na- 
tion," Vol.  81,  pp.  214-215.) 

ART 

Colored  charts  and  stereopticon  slides  on  fruit 
trees ;  on  fall  and  winter  birds. 

LITERATURE 

Biography  of  Audubon.  (Suggestive:  John 
James  Audubon,  by  John  Burroughs.) 

EIGHTH  GRADE 
NATURE  STUDY 

Review  of  work  of  preceding  grades  on-  fruit 
raising. 

Uses  of  field-glass,  kodak,  local  museums,  and 
stereopticon  slides  in  bird  study. 

Adaptation  of  birds  to  their  environment. 

CIVICS 

What  the  State  University  is  teaching  on  scien- 
tific fruit  raising. 

Birds  in  Yellowstone  and  other  national  parks. 

Federal  Bureau  of  Agriculture  on  birds  as  in- 
sect and  weed  destroyers. 


72          MORAL   AND   HUMANE   EDUCATION 

Federal  Department  of  Ornithology. 
Biological  Survey  at  Washington,  District  of 
Columbia. 

ART 

The  Cornfield.— Constable. 

Review  of  Robin-Redbreast.— Munier. 

LITERATURE 

Flight  of  the  Birds.— Jo  1m  Milton   (Paradise 
Lost,  Book  7). 

FLIGHT  OF  THE  BIRDS 

(An  Extract) 

Meanwhile  the  tepid  caves,  and  fens,  and  shores, 
Their  brood  as  numerous  hatch  from  the  egg  that  soon 
Bursting  with  kindly  rupture,  forth  disclosed 
The  callow  young ;  but  feathered  soon  and  fledge 
They  summed  their  pens ;   and,  soaring  the  air  sublime, 
With  clang  despised  the  ground,  under  a  cloud 
In  prospect :  there  the  eagle  and  the  stork 
On  cliffs  and  cedar-tops  their  eyries  build; 
Part  loosely  wing  the  region ;  part,  more  wise, 
In  common  ranged  in  figure,  wedge  their  way, 
Intelligent  of  seasons,  and  set  forth 
Their  aery  caravan,  high  over  seas 
Flying,  and  over  lands,  with  mutual  wing 
Easing  their  flight ;  so  steers  the  prudent  crane 
Her  annual  voyage,  borne  on  winds ;  the  air 
Floats  as  they  pass,  fanned  with  unnumbered  plumes : 
From  branch  to  branch  the  smaller  birds  with  song 
Solaced  the  woods,  and  spread  their  painted  wings 
Till  even ;  nor  then  the  solemn  nightingale 
Ceased  warbling,  but  all  night  tuned  her  soft  lays : 
Others,  on  silver  lakes  and  rivers,  bathed 
Their  downy  breasts ;  the  swan  with  arched  neck 
Between  her  white  wings,  mantling  proudly,  rows 


GRADED  COURSE  OF  STUDY  73 

Her  state  with  oary  feet ;   yet  oft  they  quit 

The  dank,  and,  rising  on  stiff  pennons,  tower 

The  mid  aerial  sky :   others  on  ground 

"Walked  firm ;   the  crested  cock,  whose  clarion  sounds 

The  silent  hours ;   and  the  other,  whose  gay  train 

Adorns  him,  colored  with  the  florid  hue 

Of  rainbows  and  starry  eyes. 

JOHN  MILTON  (Paradise  Lost,  Book  7). 


NOVEMBER 

THE    HOME-THANKSGIVING-PERSECU- 

TION 

THEME 

He  prayeth  well  who  loveth  well 
Both  man  and  bird  and  beast, 

He  prayeth  best  who  loveth  best 
All  things  both  great  and  small. 

For  the  dear  God  who  loveth  us, 
He  made  and  loveth  all. 

COLERIDGE. 

FIRST  GRADE 
NATURE  STUDY 

Talk  on  size,  shape,  and  appearance  of  cow, 
sheep,  and  domestic  fowls  (chickens,  turkeys, 
ducks,  and  geese). 

CIVICS 

Thanksgiving  day  (a  day  to  be  thankful  for 
what  we  have;  a  day  to  thank  others  for  what 
they  do  for  us). 

Thankfulness  to  parents,  sisters,  and  brothers 
for  what  they  do  for  us. 

What  the  above  animals  do  for  us;  cow,— milk 
for  the  family;  sheep,— wool  for  clothes;  fowls, 
—eggs  for  the  table,— feathers  for  the  house. 

Thankfulness  for  these  animals ;  love  and  kind- 
ness for  them  for  what  they  do  for  us. 

74 


GRADED   COURSE  OF    STUDY  75 

ART 

Feeding  the  Hens.— Millet. 

LITERATURE 

Song:    Thanksgiving  Song  (Songs  in  Season). 
Memorize : 

"God  made  all  the  creatures  and  gave  them  our  love  and 

our  fear, 
To  give  sign,  we  and  they  are  His  children,  one  family 

here." 

ROBERT  BROWNING  (Saul). 


SECOND  GRADE     . 
NATURE  STUDY 

The  sheep,— teeth,  hoofs,  wool,  tail. 
Food,  drink,  care,  shelter. 
Habits  of  grazing,  chewing  end,  and  herding. 
Effect  of  right  food,  proper  care,  shelter,  and 
clean  barns  and  yards. 

crvics 

Thanksgiving  day  (same  as  First  Grade). 

Thankfulness  to  parents,  brothers,  and  sisters 
for  what  they  do  for  us. 

The  primitive  shepherd,— mode  of  living. 
Practices  of  shearing,  weaving,  and  coloring  wool 
for  cloth. 

ART 
The  Sheepfold.— Jacque. 


76  MORAL  AND   HUMANE    EDUCATION 

LITERATURE 

Beading  by  teacher.— Psalm  XXIII  (Bible). 

PSALM    XXIII 

The  Lord  is  my  shepherd :  I  shall  not  want. 

He  maketh  me  to  lie  down  in  green  pastures:  he 
leadeth  me  beside  the  still  waters. 

He  restoreth  my  soul:  he  leadeth  me  in  the  paths  of 
righteousness  for  his  name 's  sake. 

Yea,  though  I  walk  through  the  valley  of  the  shadow 
of  death,  I  will  fear  no  evil :  for  thou  art  with  me :  thy 
rod  and  thy  staff  they  comfort  me. 

Thou  preparest  a  table  before  me  in  the  presence  of 
mine  enemies :  thou  anointest  my  head  with  oil ;  my  cup 
runneth  over. 

Surely  goodness  and  mercy  shall  follow  me  all  the 
days  of  my  life:  and  I  will  dwell  in  the  house  of  the 
Lord  for  ever. 

THE  BIBLE. 

THIRD  GRADE 
NATURE  STUDY 

Domestic  fowls,— chickens,  turkeys,  ducks, 
geese,  pigeons,  and  doves. 

Habits  as  to  walking,  flying,  and  swimming. 
Study  their  feet,  wings,  tail,  and  feathers. 
Points  of  analogy  and  points  of  contrast. 

CIVICS 

Thanksgiving  day,— story  of  Pilgrims'  landing. 
Thankfulness   to  teachers  and  to  others  that 
serve  us. 


GRADED  COURSE  OF  STUDY      77 

Different  uses  to  man  of  above  animals. 

Man's  abuse  of  them  from  neglect  and  igno- 
rance. 

How  to  care  for  pigeons— for  doves  (by  pupils 
who  have  them). 

Children's  persecution  of  strangers,  foreigners, 
old  people,  smaller  children,  calling  names,  nag- 
ging, snowballing,  stoning. 

AKT 
Eeview  of  Feeding  the  Hens.— Millet. 

LITEKATURE 

The  Ugly  Duckling.— Hans  Christian  Andersen 
(Wonder  Stories  for  Children). 

THE  UGLY  DUCKLING 

It  was  delightful  out  in  the  country.  It  was  sum- 
mer. The  wheat  fields  were  yellow,  and  the  oats  were 
green;  the  hay  had  been  put  up  in  stacks  in  the 
smooth  meadows,  and  the  stork  was  wandering  about  on 
his  long  red  legs,  and  chattering  Egyptian,  for  that  was 
the  language  he  had  learned  from  his  good  mother.  All 
around  the  fields  and  meadows  were  great  green  forests, 
and  in  the  midst  of  these  forests  lay  deep  lakes.  Yes,  it 
was  really  delightful  in  the  country. 

Bathed  in  sunshine  there  lay  an  old  farm.  Around  it 
were  deep  ditches  full  of  water,  and  on  their  banks 
there  grew  great  burdocks,  so  high  that  little  children 
could  stand  upright  under  the  largest  of  them.  It  was 
just  as  wild  there  as  in  the  deepest  wood. 

Near  a  ditch  a  duck  was  hatching  upon  a  nest.  She 
was  almost  tired  out.  Then,  too,  she  was  lonesome,  for 
she  seldom  had  visitors.  The  other  ducks  liked  better 


78          MORAL   AND   HUMANE   EDUCATION 

to  swim  about  in  the  ditches  than  to  sit  down  under  a 
burdock  and  quack  with  her. 

If  the  weather  had  not  been  so  fine,  she  would  have 
been,  unable  to  stand  the  long  hours  with  so  little  com- 
pany to  cheer  her  up.  She  felt  most  forlorn  evenings ; 
for  during  the  daytime  she  could  watch  the  other  ducks 
swimming  in  the  ditch,  and  often  some  one  of  them,  go- 
ing past,  would  call  out  to  her. 

Once  she  grew  so  weary  of  hatching  that  she  started 
up  to  leave  the  eggs.  Then  she  stopped  and  thought, 
1 '  Perhaps  the  ducklings  will  soon  be  out.  I  think  that  I 
will  wait  a  little  while  longer/' 

At  last  one  eggshell  after  another  burst  open.  ' '  Peep ! 
Peep ! "  In  the  eggs  there  were  little  creatures  that 
stuck  out  their  heads. 

'  *  Rap !  rap ! ' '  they  said,  and  they  came  rapping  out  as 
fast  as  they  could,  and  looked  all  round  them  under  the 
green  leaves.  The  mother  let  them  look  as  much  as  they 
chose,  for  green  is  good  for  the  eyes. 

"How  wide  the  world  is!"  said  the  young  ones,  and 
they  certainly  had  more  room  than  they  had  when  they 
were  in  the  eggs. 

"Do  you  think  this  is  all  the  world?"  asked  the 
mother.  "Why,  it  extends  far  across  the  other  side  of 
the  garden  quite  into  the  parson 's  field,  but  I  have  never 
been  there  yet.  I  hope  you  all  are  here, ' '  she  continued, 
and  stood  up.  "No,  I  miss  one.  Oh,  that  largest  egg 
still  lies  there!  How  long  before  that  will  hatch?  I 
am  really  tired  of  it!"  and  she  sat  down  again. 

"Well,  how  goes  it?"  asked  an  old  duck  who  had  come 
to  pay  her  a  visit. 

1 1  It  takes  a  very  long  time  to  hatch  this  big  egg, ' '  said 
the  hatching  duck.  "It  will  not  open.  Now  just  look 
at  those  new  ducklings !  Are  they  not  the  prettiest  little 
birds  one  could  possibly  see  1 ' ' 

"Let  me  look  at  the  egg  which  will  not  open,"  said 
the  old  visitor.  "Ah!  it  is  not  a  good  one.  Let  it  lie 
there,  and  then  you  can  teach  the  other  children  to 
swim. ' ' 

"I  think  I  will  sit  on  it  a  little  longer,"  said  the  duek. 
"I  Ve  sat  so  long  now  that  I  can  sit  a  few  days  more." 


GRADED  COURSE   OF   STUDY  79 

' '  Just  as  you  please, ' '  said  the  old  duck,  and  she  went 
away. 

At  last  the  great  egg  broke.  ' '  Peep !  peep  ! ' '  said  the 
newcomer,  and  crept  forth.  He  was  very  large  and  very 
ugly.  The  ducks  stared  at  him.  "It  's  a  very  large 
duckling,"  said  they;  "none  of  the  others  look  like  that 
one* ' ' 

The  next  day  the  mother  duck  went  down  to  the  ditch 
with  all  her  brood.  Splash !  she  jumped  into  the  water. 
"Quack!  quack!"  she  said,  and  one  duckling  after  an- 
other plunged  in.  The  water  closed  over  their  heads, 
but  they  came  up  in  an  instant,  and  swam  capitally. 
Their  legs  went  of  themselves,  and  there  they  were — all 
in  the  water !  The  ugly  gray  duckling  swam  with  them. 

1 1  Look  how  well  he  can  use  his  feet,  and  how  upright 
he  holds  himself !  He  is  my  own  child ! ' '  said  the  mamma. 
"On  the  whole  he  's  quite  pretty  if  one  looks  at  him 
rightly.  Quack!  quack!  all  of  you  come  with  me,  and 
I  '11  lead  you  into  the  poultry  yard,  but  keep  close  to  me, 
so  that  no  one  may  tread  on  you ;  and  look  out  for  the 
cats!" 

So  they  came  into  the  big  poultry  yard.  "Shake 
yourselves — don't  turn  in  your  toes;  a  well-brought-up 
duck  turns  his  toes  quite  out,  just  like  father  and  mother 
— that  way !  Now  bend  your  necks  and  say  *  Queep ' ! " 
said  the  duck  mother.  They  all  did  just  what  she  told 
them  to  do,  and  imitated  her  so  well  that  she  felt  quite 
proud  of  them.  But  the  other  ducks  roundabout  them 
said  quite  boldly:  "How  ugly  that  duckling  yonder 
looks!  We  won't  have  him  here,"  and  one  duck  flew 
at  the. big  duckling  and  bit  him  severely. 

"Let  him  alone,"  said  the  mother;  "he  does  no  harm 
to  any  one." 

"Oh,  he  's  too  ugly,"  said  the  duck,  "and,  therefore, 
must  be  punished. ' ' 

"Those  are  pretty  children  the  mother  has  there," 
said  one  duck.  "They  all  are  pretty  but  that  one.  I 
wish  she  could  color  his  feathers  and  make  him  a  little 
better  looking.  He  is  a  very  ugly  thing  now. ' ' 

The  big  duckling,  which  had  crept  last  out  of  the  egg, 


80          MORAL  AND   HUMANE  EDUCATION 

and  looked  so  ugly,  was  bitten,  and  pushed,  and  jeered 
as  much  by  the  ducks  as  by  the  chickens. 

So  matters  went  on  during  the  first  day,  and  after- 
ward things  became  worse  and  worse  for  the  poor  gray 
duckling.  He  was  hunted  about  by  every  one ;  even  his 
brothers  and  sisters  were  quite  angry  with  him,  and 
said:  "If  the  cat  would  only  catch  you,  it  would  be  a 
good  thing,  you  big  ugly  creature!"  And  the  mother 
said:  "If  you  were  only  far  away!"  And  the  ducks 
bit  him,  and  the  chickens  pecked  him,  and  the  girl  who 
had  to  feed  the  poultry,  struck  at  him  with  the  pan. 

Then,  frightened,  he  flew  over  the  fence. 

"That  was  because  I  am  so  ugly,"  thought  the  duck- 
ling, and  he  shut  his  eyes,  but  flew  farther.  Thus  he 
came  out  into  the  great  moor  where  the  wild  ducks  lived. 
There  he  lay  the  whole  night  long;  but  he  could  not 
sleep,  he  was  so  hungry  and  tired.  Toward  morning 
the  wild  ducks  woke  up  and  looked  at  their  new  com- 
panion. 

"What  are  you?"  they  asked,  and  the  duckling  turned 
to  them  and  bowed  as  well  as  he  could.  ' '  You  are  very 
ugly, ' '  said  the  wild  ducks,  *  *  but  we  do  not  care  for  that, 
if  you  do  not  call  yourself  one  of  us. ' ' 

He  lay  two  whole  days  on  the  moor ;  then  came  thither 
two  wild  geese.  It  was  not  long  since  each  had  crept 
out  of  an  egg,  and  that  's  why  they  were  saucy. 

"Listen,  comrade,"  said  one  of  them.  "You  are  so 
ugly  that  I  like  you.  Will  you  go  with  us  ?  " 

Bang!  bang!  sounded  through  the  air,  and  the  two 
geese  fell  down  dead  in  the  swamp,  and  the  water  be- 
came red.  Bang!  bang!  again  rang  out,  and  flocks  of 
wild  geese  rose  from  the  reeds.  A  great  hunt  was  going 
on.  The  hunting  dogs  came — splash!  splash!  into  the 
swamp,  and  the  rushes  and  reeds  were  bent  down  on 
every  side.  The  poor  duckling  was  frightened  beyond 
measure. 

He  turned  his  head  and  put  it  under  his  wing.  At 
that  moment  a  great  dog  came  up.  His  tongue  hung  out 
of  his  mouth,  and  his  eyes  glared.  Thrusting  his  nose 
against  the  duckling,  he  showed  his  sharp  teeth,  and — 
splash!  splash!  on  he  went  without  seizing  it. 


GRADED  COURSE  OF  STUDY       81 

"Oh,  heaven  be  thanked!"  exclaimed  the  duckling. 
1 '  I  am  so  ugly  that  even  dogs  do  not  care  to  bite  me ! " 

Now  winter  was  approaching.  The  leaves  in  the  for- 
est turned  yellow  and  brown ;  the  air  was  very  cold.  The 
poor  duckling  was  certainly  to  be  pitied.  One  evening 
there  rose  a  whole  flock  of  large,  handsome  birds  out 
of  the  bushes;  they  were  swans,  and  were  dazzlingly 
white,  with  long,  slender  necks.  They  uttered  the 
swan's  cry,  spread  their  great  beautiful  wings,  and, 
mounting  high  in  the  blue  heavens,  flew  away  from  that 
cold  region  to  warmer  lands— to  open  lakes  and  green 
fields. 

The  ugly  little  duckling  felt  very  sad  as  he  watched  the 
beautiful  creatures.  He  turned  round  and  round  in 
the  water,  like  a  wheel,  stretched  forth  his  head,  and 
uttered  such  a  strange  loud  cry  as  to  frighten  himself. 
Oh !  he  could  not  forget  those  stately,  happy  birds !  He 
was  not  at  all  envious  of  them.  How  could  he  think 
of  wishing  to  possess  such  loveliness  as  theirs?  He 
would  have  been  glad  if  even  the  wild  ducks  would 
have  endured  his  company,  the  poor  gray-feathered 
wretched  thing! 

The  winter  grew  very  cold.  The  duckling  was  forced 
to  swim  about  in  the  water  to  prevent  the  surface  from 
freezing,  but  every  night  the  space  in  which  he  swam 
became  smaller  and  smaller.  At  last  the  young  bird 
became  too  wearied  to  swim  any  more,  and  lay  still,  and 
thus  got  frozen  fast  in  the  ice  on  the  pond. 

Early  next  morning  a  peasant  came  by.  When  he 
saw  the  duckling  he  broke  the  ice  crust  with  his  wooden 
shoe  and  carried  the  poor  bird  home  to  his  wife.  Then 
the  duckling  came  to  himself  again.  The  children 
wanted  to  play  with  him,  but  he  thought  they  would 
hurt  him,  and  he  flew  up  into  the  milk  pan,  and  spilled 
the  milk  on  the  floor. 

The  woman  screamed  and  struck  at  the  duckling ;  the 
children  tumbled  over  one  another  in  their  efforts  to 
catch  the  frightened  bird,  and  laughed  and  shouted  in 
great  glee.  Luckily  the  door  stood  open,  and  the  poor, 
terrified  creature  was  able  to  flutter  out  into  the  garden. 


82          MORAL  AND   HUMANE  EDUCATION 

There  in  the  snow  he  lay  quite  exhausted.  After  awhile 
he  was  able  to  fly  out  into  the  wild  land. 

But  it  would  make  too  sad  a  story  if  I  were  to  tell  all 
the  misery  and  trouble  which  the  duckling  had  to  endure 
in  that  hard  winter,  while  he  lived  on  the  moor  among 
the  reeds  and  sedges  and  withered  grass. 

When  the  larks  began  to  sing  again  in  the  spring, 
everything  soon  became  beautiful.  Then  all  at  once  the 
duckling  found  he  could  clap  his  wings.  They  beat  the 
air  more  strongly  than  before,  and  carried  the  bird  far 
away,  and,  before  he  well  knew  where  he  was  going,  he 
found  himself  in  a  spacious  garden  with  a  large  pond, 
where  the  elder  trees  smelled  sweet,  and  bent  their  long 
green  branches  down  to  the  water.  What  a  gladness  of 
spring  was  there!  From  a  thicket  came  two  beautiful 
white  swans.  They  rustled  their  wings  and  glided 
gracefully  on  the  water.  The  duckling  saw  the  splen- 
did creatures,  and  felt  bashful  and  afraid. 

I  will  fly  to  them,  the  royal  birds/'  he  thought,  "and 
they  will  kill  me  because  I,  that  am  so  ugly,  dare  to 
approach  them.  But  I  do  not  care.  Better  to  be  killed 
by  them  than  to  be  bitten  by  ducks  and  pecked  by  fowls, 
and  be  struck  by  the  servant  girl,  and  to  suffer  hunger 
and  cold  in  winter." 

He  flew  out  into  the  water  and  swam  toward  the 
beautiful  swans;  these  looked  at  him,  and  came  sailing 
down  with  outspread  wings  to  meet  him.  "Kill  me!" 
said  the  poor  thing,  and  bent  his  head,  expecting  nothing 
but  death.  But  what  was  that  he  saw  in  the  clear 
water?  His  own  image — no  longer  an  ugly  dark-gray 
bird,  but — a  glorious  white  swan !  And  the  other  swans 
swam  around  him  and,  coming  up  to  him,  stroked  him 
caressingly  with  their  beaks. 

Into  the  garden  ran  little  children.  They  threw  bread 
into  the  water,  and  one  cried  out:  "There  is  a  new 
swan!"  The  other  children  echoed  joyfully,  "Yes,  a 
new  one!"  and  they  clapped  their  hands  and  danced 
about,  and  then  hastened  to  their  father  and  mother, 
and  said:  "The  new  one  is  the  most  beautiful  of  all!" 
The  old  swans  bowed  their  heads  before  the  newcomer. 


GRADED   COURSE   OF   STUDY  83 

Then  he  felt  quite  ashamed,  and  hid  his  head  under 
his  wing,  not  knowing  what  to  do.  Once  despised  and 
ill-treated,  now  the  most  beautiful  of  all  birds!  Then, 
rustling  his  wings,  he  lifted  his  head,  and  cried  out  re- 
joicingly :  "I  never  dreamed  of  so  much  happiness  when 
I  was  only  the  despised  and  ill-treated  Ugly  Duckling ! ' ' 

HANS  CHRISTIAN  ANDERSEN. 

From  Lights  to  Literature  by  Grades,  Book  Three. 
By  permission  of  Rand,  McNally  &  Co.,  publishers. 


FOUKTH  GRADE 
NATURE  STUDY 

Wild  fowls,— wild  turkeys,  geese,  ducks,  pig- 
eons, and  doves. 

Habits  as  to  flying,  walking,  and  swimming. 
Study  feet,  wings,  tails,  and  feathers. 
Habits  of  feeding,  flocking,  and  migrating. 
Compare  with  corresponding  domestic  species. 

CIVICS 

Historic  origin  of  Thanksgiving  day. 

Cruelties  inflicted  by  man  in  hunting  and  trap- 
ping wild  fowl. 

Children's  persecution  of  strangers,  foreigners, 
old  people,  smaller  children,— calling  names,  nag- 
ging, snowballing,  stoning. 

ART 
Landing  of  the  Pilgrims.— Rothermel. 


84          MORAL   AND   HUMANE   EDUCATION 


LITERATURE 

Reading  by  teacher:  Chapters  I  and  VII  of 
RedrufY,  the  Story  of  the  Don  Valley  Partridge.  - 
Ernest  Thompson  Seton  (Wild  Animals  I  Have 
Known). 

Memorize : 

Yes,  well  your  story  pleads  the  cause 

Of  those  dumb  mouths  that  have  no  speech; 

Only  a  cry  from  each  to  each 

In  its  own  kind  with  its  own  laws ; 

Something  that  is  beyond  the  reach 

Of  human  power  to  learn  or  teach, — 

An  inarticulate  moan  of  pain 

Like  the  immeasurable  main 

Breaking  upon  an  unknown  beach. 

HENRY  W.  LONGFELLOW. 
From  Tales  of  a  Wayside  Inn. 


FIFTH  GRADE 
NATURE  STUDY 

The  cow,— teeth,  horns,  hoofs,  hair,  tail. 

Nature  and  habits  as  to  digestion,  chewing  of 
cud,  grazing,  and  herding. 

Effect  on  the  cow  and  its  milk  of  good  food, 
care,  shelter,  warmth,  quietness,  and  gentleness 
in  milking. 

Home  products  of  cow,— milk,  butter,  and 
cheese. 

CIVICS 

The  story  of  the  Pilgrims'  exile  and  wanderings 
on  account  of  religious  persecutions. 


GRADED  COURSE   OF   STUDY  85 

Besponsibility  of  owners  of  domestic  animals 
as  to  care,  food,  and  shelter. 

Sanitary  surroundings  for  cow  and  milk  re- 
quired by  law. 

Sanitary  inspection  of  milk,  barns,  milk  sta- 
tions, and  creameries. 

ART 

Pilgrims  Going  to  Church.— Broughton. 
Milking-time. — Dupre. 

LITERATURE 

The  Landing  of  the  Pilgrims.— Felicia  D.  He- 
mans. 

THE  LANDING  OF  THE  PILGRIM  FATHERS 

The  breaking  waves  dashed  high 

On  a  stern  and  rock-bound  coast, 
And  the  woods  against  a  stormy  sky 

Their  giant  branches  tossed ; 

And  the  heavy  night  hung  dark 

The  hills  and  waters  o'er, 
When  a  band  of  exiles  moored  their  bark 

On  the  wild  New  England  shore. 

Not  as  the  conquerer  comes, 

They,  the  true-hearted,  came ; 
Not  with  the  roll  of  the  stirring  drums, 

And  the  trumpet  that  sings  of  fame ; 

Not  as  the  flying  come, 

In  silence  and  in  fear; — 
They  shook  the  depths  of  the  desert's  gloom 

With  their  hymns  of  lofty  cheer. 


86          MORAL  AND   HUMANE   EDUCATION 

Amidst  the  storm  they  sang, 

And  the  stars  heard  and  the  sea ! 

And  the  sounding  aisles  of  the  dim  wood  rang 
To  the  anthem  of  the  free. 

The  ocean  eagle  soared 

From  his  nest  by  the  white  wave 's  foam, 
And  the  rocking  pines  of  the  forest  roared — 

This  was  their  welcome  home ! 

There  were  men  with  hoary  hair 

Amidst  that  pilgrim  band ; — 
Why  had  they  come  to  wither  there, 

Away  from  their  childhood's  land? 

There  was  woman's  fearless  eye, 

Lit  by  her  deep  love 's  truth ; 
There  was  manhood 's  brow  serenely  high, 

And  the  fiery  heart  of  youth. 

What  sought  they  thus  afar  ? 

Bright  jewels  of  the  mine? 
The  wealth  of  seas,  the  spoils  of  war? — 

They  sought  a  faith 's  pure  shrine ! 

Ay,  call  it  holy  ground, 

The  soil  where  first  they  trod ! 
They  have  left  unstained  what  there  they  found, — 

Freedom  to  worship  God ! 

FELICIA  DOROTHEA  HEMANS. 


SIXTH  GRADE 
NATURE  STUDY 

Study  of  the  nature  and  habits  of  the  fox ;   the 
wolf. 

CIVICS 

Eeligious  persecution  as  illustrated  by  the  his- 
tory of  the  Pilgrims. 


GRADED   COURSE   OF   STUDY  87 

Customs  relating  to  trapping  and  hunting  the 
fox  and  wolf. 

Discuss  laws  and  the  absence  of  laws  against 
cruel  trapping. 

ART 

The  Lone  Wolf.— Kowalski. 

LITERATURE 

Lobo,      the     King      of     Currumpaw.— Ernest 
Thompson  Seton  (Wild  Animals  I  Have  Known). 


SEVENTH  GRADE 
NATURE  STUDY 
Study  of  the  nature  and  habits  of  the  deer. 

CIVICS 

Political  persecution  as  illustrated  by  the  his- 
tory of  colonial  America  in  its  relation  to  Great 
Britain. 

Discuss  custom  of  deer  stalking  and  hunting, 
and  laws  pertaining  to  same ;  game  laws. 

Discuss  probable  extermination  of  American 
deer. 

ART 

A  Deer  Family.— Landseer. 

LITERATURE 

A-Hunting  the  Deer  in  the  Adirondacks.— 
Charles  Dudley  Warner. 


88          MORAL  AND  HUMANE  EDUCATION 

EIGHTH  GRADE 
NATURE  STUDY 

Discussion :  The  kodak  can  accomplish  more  in 
science  than  the  gun. 

CIVICS 

Eace  persecution,  as  illustrated  by  the  history 
of  slavery  in  the  United  States. 

Brute  persecution,  as  illustrated  by  customs  of 
trapping,  hunting,  stalking,  and  bull  fighting. 

Discussion :  Persecution  is  caused  by  a  lack  of 
understanding  one  another,  and  a  lack  of  feeling 
for  one  another. 

Discussion:  Sympathy  can  accomplish  more  in 
progress  than  persecution. 

ART 
Monarch  of  The  Glen— Landseer. 

LITERATURE 

Story-telling  by  some  pupil :  Trail  of  the  Sand- 
hill Stag.— Ernest  Thompson  Seton. 


DECEMBER 

HAPPINESS-CHARITY-ALTRUISM 

THEME 

That  love  of  one  from  which  there  doth  not  spring 
True  love  of  all,  is  but  a  worthless  thing. 

ELIZABETH  BARRETT  BROWNING. 

FIRST  GRADE 

NATURE  STUDY      . 

Talk  on  the  short  day  and  the  long  night  in  win- 
ter time. 

CIVICS 

Christmas,— a  time  to  be  happy,  a  time  to  make 
others  happy. 

Whom  can  we  make  happy?— how? 

Talk  on  the  family,— father,  mother,  brothers, 
sisters,  playmates,  the  pets,  the  domestic  animals, 
the  birds,  squirrels,  etc. ;  telling  what  can  be  done 
to  make  each  happy. 

ART 
Holy  Family.— Murillo. 

LITERATURE 

Story-telling  by  teacher:  Tiny  Tim.— Charles 
Dickens. 

Poem:  Norse  Lullaby.— Euge ne  Field. 
Song:    Christmas  Carol  (Gaynor's  Book). 

89 


90         MORAL  AND   HUMANE  EDUCATION 


NOESE  LULLABY 

The  sky  is  dark  and  the  hills  are  white 

As  the  storm-king  speeds  from  the  north  to-night, 

And  this  is  the  song  the  storm-king  sings, 

As  over  the  world  his  cloak  he  flings : 

"Sleep,  sleep,  little  one,  sleep." 
He  rustles  his  wings  and  gruffly  sings : 

"Sleep,  little  one,  sleep." 

On  yonder  mountain-side  a  vine 
Clings  at  the  foot  of  a  mother  pine ; 
The  tree  bends  over  the  trembling  thing, 
And  only  the  vine  can  hear  her  sing : 

"Sleep,  sleep,  little  one,  sleep; 
What  shall  you  fear  when  I  am  here? 

Sleep,  little  one,  sleep." 

The  king  may  sing  in  his  bitter  flight, 
The  tree  may  croon  to  the  vine  to-night, 
But  the  little  snowflake  at  my  breast 
Liketh  the  song  I  sing  the  best, — 

"Sleep,  sleep,  little  one,  sleep; 
Weary,  thou  art.     Anext  my  heart 

Sleep,  little  one,  sleep." 

EUGENE  FIELD. 

From  A  Little  Book  of  Western  Verse.  Copyright, 
1889,  by  Eugene  Field.  Published  by  Charles  Scrib- 
ner's  Sons. 


SECOND  GRADE 
NATURE  STUDY 

Sunset  in  December. 

Relative  days  and  nights  in  December. 

CIVICS 

Christmas  (same  as  First  Grade). 


GRADED   COURSE   OF   STUDY  91 

ART 

The  Arrival  of  the  Shepherds.— Lerolle. 

LITERATURE 

Piccola  and  Sparrow.— Celia  Thaxter. 
(Celia    Thaxter 's    Poems    are    published    by 
Houghton  Mifflin  Co.) 

Be  Kind  to  Living  Things.— Anonymous. 

BE  KIND  TO  LIVING  THINGS 

Little  children,  bright  and  fair, 
Blessed  with  every  needful  care, 
Always  bear  this  thing  in  mind, 
God  commands  us  to  be  kind. 

Kind  not  only  to  our  friends, 
Those  on  whom  our  life  depends ; 
Kind  not  only  to  the  poor, 
Those  who  poverty  endure; 

But,  in  spite  of  form  or  feature, 
Kind  to  every  living  creature. 
Never  pain  or  anguish  bring 
Even  to  the  smallest  thing. 

ANONYMOUS. 

THIRD  GRADE 
NATURE  STUDY 

The  position  of  the  sun  in  December ;  its  effect 
on  length  of  day  and  night  and  on  weather. 

CIVICS 

Story  of  the  Norse  people  and  how  they  cele- 
brated Christmas  by  good  will  and  gift  making  to 


92          MORAL  AND  HUMANE   EDUCATION 

family    members,    neighbors,    domestic    animals, 
pets,  and  wild  birds. 

Discuss  bringing  the  custom  into  our  home  life. 

AKT 
Madonna  of  the  Arbor.— Dagnan-Bouveret. 

LITERATURE 

Christmas  in  Norway.— Celia  Thaxter. 

(Celia  Thaxter 's  Poems  are  published  by 
Houghton  Mifflin  Co.  This  poem  can  also  be 
found  in  Songs  of  Happy  Life,  published  by  Sil- 
ver, Burdett  &  Co.) 

Memorize : 

A  little  word  in  kindness  spoken, 

A  motion  or  a  tear, 
Has  often  healed  a  heart  that  's  broken, 

And  made  a  friend  sincere. 

Then  deem  it  not  an  idle  thing 

A  pleasant  word  to  speak ; 
The  face  you  wear,  the  thought  you  bring, 
A  heart  may  heal  or  break. 

JOHN  GREENLEAF  WHITTIER. 
By  permission  of  Houghton  Mifflin  Co.,  publishers. 


FOURTH  GRADE 
NATURE  STUDY 
The  sun  in  northern  regions  in  December. 

CIVICS 

The  Norse  origin  of  Christmas;  celebration  by 
the  people  of  the  extreme  north  over  the  begin- 


GRADED   COURSE   OF   STUDY  93 

ning  of  the  return  of  sunlight,  warmth,  and  pro- 
ductiveness, expressed  by  good  will,  kindness,  re- 
lief, and  gift  making  to  family  first,  then  to  neigh- 
borhood, and  then  to  community. 
How  far  has  the  custom  reached  us  ? 

AET 
Divine  Shepherd.— Murillo. 

LITERATURE 

The  Little  Match  Girl.— Hans  Christian  Ander- 
sen. 

THE  LITTLE  MATCH  GIRL 

It  was  bitterly  cold.  Flakes  of  snow  were  whirling 
thickly  through  the  air.  It  was  the  last  evening  of  the 
year.  In  the  cold  and  darkness  a  scantily  clad  little 
girl,  bareheaded  and  barefooted,  was  walking  along  the 
street.  She  wore  slippers  when  she  left  home,  but  they 
were  so  large  as  to  be  of  no  use  to  her.  They  were  old 
ones  that  her  mother,  long  dead,  had  worn.  The  little 
girl  had  lost  both  of  them  in  the  middle  of  the  square, 
where  she  had  shuffled  hastily  out  of  the  way  of  a  car- 
riage. One  slipper  could  not  be  found,  and  a  thievish 
urchin  had  seized  the  other  and  had  run  away  with  it. 
So  now  she  had  to  walk  with  bare  feet,  and  they  were 
blue  and  red  with  the  cold. 

In  an  old  apron  she  carried  a  few  bundles  of  matches 
and  had  a  bunch  in  her  hand.  Nobody  had  bought  any- 
thing from  her  during  that  whole  long  day ;  and  no  one 
had  given  her  as  much  as  a  single  penny. 

Hungry  and  cold  she  crept  along,  a  picture  of  misery, 
poor  little  girl !  Snowflakes  covered  her  long,  fair  hair, 
which  fell  in  curls- about  her  pale,  thin  face. 

All  the  houses  she  passed  had  their  windows  lighted 
up;  and  out  of  a  kitchen  door  that  opened  for  a  mo- 


94          MORAL  AND   HUMANE  EDUCATION 

ment,  as  she  was  going  by,  came  a  whiff  of  warm  air, 
fragrant  with  the  delicious  smell  of  food.  It  was  New 
Year's  eve — she  thought  of  that. 

Colder  and  colder  grew  the  night.  In  a  corner 
formed  by  two  houses  she  sought  shelter  from  the  icy 
wind  and,  shivering,  cowered  close  to  the  walls.  She 
dared  not  go  home,  because  her  father  would  beat  her, 
as  she  had  no  money  to  give  him.  Besides,  it  was  cold 
in  the  house,  an  old,  ruinous  building,  with  many  holes 
in  the  roof.  The  larger  ones  had  been  stopped  up  with 
straw  and  rags,  but  the  wind  whistled  through  the 
others,  and  the  snow  sifted  through  them. 

Her  little  hands  were  aching  with  the  cold.  Ah !  the 
matches !  If  she  might  venture  to  take  one  from  the 
bunch !  She  broke  one  off  and  drew  it  across  the  brick 
wall.  Erratch!  how  it  blazed  up!  It  burned  with  a 
warm,  bright  flame,  just  like  a  little  candle ;  it  was  truly 
a  wonderful  light. 

It  seemed  to  the  child  as  if  she  were  really  seated  be- 
fore a  big  polished  stove,  full  of  glowing  coal.  How 
brightly  the  fire  burned!  How  comfortable  it  was! 
She  stretched  forth  her  freezing  feet  toward  the  heat, 
when  suddenly  the  little  flame  went  out,  the  stove  van- 
ished, and  she  was  again  in  the  cold,  with  only  a  burned 
match  in  her  hand. 

She  lighted  a  second  match.  It  blazed  up,  illumined 
the  wall,  and  she  saw  clearly  into  the  room  beyond. 
There  was  a  table  covered  with  a  snow-white  cloth,  and 
set  with  china  and  silverware ;  and  on  the  farthest  end 
was  a  large  roast,  cooling  on  a  platter.  More  wonderful 
still,  the  roast,  with  knife  and  fork  in  it,  hopped  down 
to  the  floor  and  waddled  toward  the  little  girl,  when — 
the  match  went  out,  and  before  her  she  saw  nothing  but 
cold  brick  walls  and  drifting  snow. 

Another  match  was  lighted.  The  flame  showed  her  a 
big  Christmas  tree  only  a  few  feet  away.  It  was  far 
larger  and  was  more  beautifully  decorated  than  the  one 
that  she  saw  last  Christmas,  through  the  window,  in  the 
rich  merchant 's  house.  Hundreds  of  colored  tapers  were 
burning  on  the  green  branches  and  beautiful  pictures, 


GRADED   COURSE   OF   STUDY  95 

such  as  she  had  seen  in  store  windows,  looked  down 
upon  her.  The  little  maiden  lifted  her  hands  toward 
them  when — the  match  went  out.  But  the  lights  of  the 
Christmas  tree  rose  higher  and  higher,  till  they  appeared 
to  be  stars  in  the  sky.  Then  one  shot  down,  leaving  a 
tail  of  white  flame. 

*  *  Somebody  has  just  died ! ' '  said  the  little  girl,  for  her 
old  grandmother,  the  only  person  who  had  ever  loved 
her,  and  who  was  now  no  more,  had  told  her  that  when 
a  star  falls,  a  soul  ascends  to  God. 

She  drew  another  match  along  the  wall.  When  its 
light  shone  around,  she  seemed  to  see  her  grandmother 
standing  in  the  brightness.  How  mild  she  looked! 
How  lovingly  she  smiled  on  her  little  granddaughter ! 

"Grandmother!"  cried  the  child,  "oh,  take  me  with 
you!  You  will  go  away  when  the  match  is  out.  You 
will  go  like  the  warm  stove,  and  the  roast,  and  the  big 
Christmas  tree ! '  ' 

Hurriedly  she  rubbed  a  whole  bunch  of  matches 
against  the  wall,  for  she  wanted  to  keep  her  grandmother 
with  her  as  long  as  possible.  And  the  matches  burned  so 
brightly  that  it  became  as  light  as  midday.  Her  grand- 
mother had  never  before  appeared  so  lovable  or  so  tall. 

She  gathered  the  little  girl  to  her  heart,  and  both 
went  up  to  joy  and  brightness  above  the  earth — up,  up 
to  where  there  is  no  cold,  nor  hunger,  nor  fear;  for 
grandmother  and  grandchild  went  to  God. 

Next  morning 's  sun  rose  on  a  little  girl  seated,  with  a 
smile  on  her  lips,  in  the  corner  made  by  the  joined 
houses.  She  had  frozen  to  death  on  the  last  evening  of 
the  old  year.  In  one  hand  was  a  bunch  of  burned 
matches. 

"She  tried  to  warm  herself,"  the  people  said.  But 
no  one  imagined  what  beautiful  sights  she  had  witnessed, 
nor  knew  in  what  glory  she  had  gone  away  with  her 
loving  grandmother  on  New  Year's  eve. 

HANS  CHRISTIAN  ANDERSEN. 

From  Lights  to  Literature  by  Grades,  Book  Three. 
By  permission  of  Rand,  McNally  &  Co.,  publishers. 


96          MORAL   AND   HUMANE  EDUCATION 

FIFTH  GRADE 
NATURE  STUDY 
The  midnight  sun. 

CIVICS 

Christmas  in  public  institutions  such  as  hospi- 
tals, orphan  asylums,  poorhouses,  homes  for  the 
aged,  -etc. 

ART 

Visiting  Day  at  the  Hospital.— Jeoffroy. 

LITERATURE 

Carol  Bird's  Christmas.— Kate  Douglas  Wig- 
gin  (The  Birds'  Christmas  Carol). 
Jest  'Fore  Christmas.— Eugene  Field. 

JEST  'FORE  CHRISTMAS 

Father  calls  me  William,  sister  calls  me  Will, 
Mother  calls  me  Willie,  but  the  fellers  call  me  Bill ! 
Mighty  glad  I  ain't  a  girl — ruther  be  a  boy, 
Without  them  sashes,  curls,  an'  things  that  's  worn  by 

Fauntleroy ! 
Love  to  chawnk  green  apples  an'  go  swimmin'  in  the 

lake — 

Hate  to  take  the  castor-ile  they  give  for  belly-ache ! 
'Most  all  the  time,  the  whole  year  round,  there  ain't  no 

flies  on  me, 
But  jest  'fore  Christmas  I  'm  as  good  as  I  kin  be ! 

Got  a  yeller  dog  named  Sport,  sick  him  on  the  cat ; 
First  thing  she  knows  she  does  n  't  know  where  she  is  at ! 
Got  a  clipper  sled,  an'  when  us  kids  goes  out  to  slide, 
'Long  comes  the  grocery  cart,  an '  we  all  hook  a  ride ! 


THE  PERRY   PICTURES.       556. 
BOSTON    EDITION. 

AN      HUMBLE     SERVANT. 


FROM   PAINTING   BY   ROSA   BONHEUR.       1822-1899. 


-      GRADED   COURSE   OF   STUDY  97 

But  sometimes  when  the  grocery  man  is  woritted  an' 

cross, 

He  reaches  at  us  with  his  whip,  an '  larrups  up  his  hoss, 
An'  then  I  laff  an'  holler,  "Oh,  ye  never  teched  me!" 
But  jest  'fore  Christmas  I  'm  as  good  as  I  kin  be ! 

Gran  'ma  says  she  hopes  that  when  I  git  to  be  a  man, 
I  '11  be  a  missionarer  like  her  oldest  brother  Dan, 
As  was  et  up  by  the  cannibuls  that  lives  in  Ceylon 's  Isle, 
Where  every  prospeck  pleases,  an'  only  man  is  vile! 
But  gran 'ma  she  has  never  been  to  see  a  Wild  West 

Show, 
Nor  read  the  life  of  Daniel  Boone,  or  else  I  guess  she   'd 

know 

That  Buff  'lo  Bill  an '  cow-boys  is  good  enough  for  me ! 
Excep'  jest  'fore  Christmas,  when  I  'm  good  as  I  kin  be ! 

And  then  old  Sport  he  hangs  around,  so  solemn-like  an' 

still, 
His  eyes  they  seem  a-saying':    "What  's   the  matter, 

little  Bill?" 
The   old  cat  sneaks   down  off  her  perch  an'   wonders 

what  's  become 
Of  them  two  enemies  of  hern  that  used  to  make  things 

hum! 

But  I  am  so  perlite  an'  'tend  so  earnestly  to  biz, 
That  mother  says  to  father:    "How  improved  our  Wil- 

'  lie  is!" 

But  father,  havin'  been  a  boy  hisself,  suspicions  me 
When,  jest  'fore  Christmas,  I  'm  as  good  as  I  kin  be ! 

For  Christmas,  with  its  lots  an'  lots  of  candies,  cakes, 

an'  toys, 
Was  made,  they  say,  for  proper  kids  an'  not  for  naughty 

boys; 
So  wash  your  face  an'  bresh  yer  hair,  an'  mind  yer  p's 

and  q's, 
An'  don't- bust  out  yer  pantaloons,  and  don't  v/ear  out 

yer  shoes; 
Say,  "Yessum"  to  the  ladies,  an'  "Yessur"  to  the  men, 


98          MORAL  AND  HUMANE  EDUCATION 

An'  when  they  's  company,  don't  pass  yer  plate  for  pie 

again ; 
But,  thinkin'  of  the  things  yer  'd  like  to  see  upon  that 

tree, 
Jest  'fore  Christmas  be  as  good  as  yer  kin  be ! 

EUGENE  FIELD. 

From  Love  Songs  of  Childhood.    Copyright,  1894,  by 
Eugene  Field.     Published  by  Charles  Scribners'  Sons. 


SIXTH   GRADE 
NATURE  STUDY 

Eskimo  people ;  their  habits  and  life  in  relation 
to  their  geographical  position. 

CIVICS 

The  Christmas  spirit  to  relieve  distress,  to  give 
happiness,  to  perform  deeds  of  heroism  and  self- 
sacrifice,  as  illustrated  by  events  in  the  days  of 
knighthood  and  the  age  of  chivalry. 

The  effect  of  Christmas  and  its  custom  of  gift 
making  on  modern  community  life,  including,— 
shops,  clerks,  and  delivery  horses;  postoffice  de- 
partment, postman,  mail  and  rural  route  horses; 
express  companies,  employees,  delivery  horses; 
the  extreme  poor  of  large  cities. 

ART 
Madonna. —Ferruzzi. 

LITERATURE 

The  Christmas  Long  Kg®.— James  Whitcomb 
Eiley  (Rhymes  of  Childhood). 


GRADED  COURSE   OF   STUDY  99 

Story-telling:  The  Legend  of  St.  Martin.  (St. 
Martin  was  riding  along  a  country  road  and  he 
met  a  beggar  without  sufficient  clothing;  with  his 
sword  he  cuts  his  cloak  in  two  and  gives  half  to 
the  beggar ;  then  a  vision  appears  of  Christ  wear- 
ing the  half  cloak  in  heaven.) 

THE  CHRISTMAS  LONG  AGO 

Come,  sing  a  hale  Heigh-ho 

For  the  Christmas  long  ago ! — 
When  the  old  log-cabin  homed  us 

From  the  night  of  blinding  snow, 

When  the  rarest  joy  held  reign, 

And  the  chimney  roared  amain, 
With  the  firelight  like  a  beacon 

Through  the  frosty  window-pane. 

Ah !  the  revel  and  the  din 

From  without  and  from  within, 
The  blend  of  distant  sleigh-bells 

With  the  plinking  violin ; 

The  muffled  shrieks  and  cries — 

Then  the  glowing  cheeks  and  eyes — 
The  driving  storm  of  greetings, 

Gusts  of  kisses  and  surprise. 

Sing — sweetest  of  all  glees — 

Of  the  taffy-makers,  please — 
And,  round  the  saucers  in  the  snow, 

The  children  thick  as  bees; 

Chin  and  laughing  lip  streak 
With  still  a  sweeter  sweetness  than 

The  tongue  of  Song  can  speak. 

Sing  in  again  the  mirth 
Of  the  circle  round  the  hearth, 
With  the  rustic  Sindbad  telling  us 
The  strangest  tales  on  earth! 


100        MORAL  AND   HUMANE  EDUCATION 

And  the  Minstrel  Bard  we  knew, — 
With  his  "Love-i-er  so  True," 
Likewise  his  "  Young  House-K-yarpen-ter, " 
And  " Loved  Henry,"  too! 

And,  forgetting  ne  'er  a  thing, 

Lift  a  gladder  voice,  and  sing 
Of  the  dancers  in  the  kitchen — 

Clean  from  start  to  "  pigeon- wing "! 

Sing  the  glory  and  the  glee 

And  the  joy  and  jubilee, — 
The  twirling  form — the  quickened  breath — 

The  sigh  of  ecstasy. 

The  eyes  that  smile  alone 

Back  into  our  happy  own — 
The  leaping  pulse — the  laughing  blood — 

The  trembling  undertone! — 

Ho !  pair  us  off  once  more, 

With  our  feet  upon  the  floor 
And  our  heads  and  hearts  in  heaven, 

As  they  were  in  days  of  yore ! 

JAMES  WHITCOMB  RILEY. 

From  Rhymes  of  Childhood.     Copyright,   1900.     By 
special  permission  of  publishers,  The  Bobbs-Merrill  Co. 


SEVENTH  GRADE 
NATURE  STUDY 

The  winter  solstice. 

Nature  and  habits  of  the  reindeer. 

CIVICS 

Christmas  customs  in  different  lands. 

The   Christmas  spirit:    A   sympathetic  under- 


GRADED   COURSE*  Otf  STUDY,  ,,  ,       101 

standing  of  the  lives  of  others,— conditions,  neces- 
sities, distresses,  etc, ;  a  desire  to  bring  about  con- 
ditions that  make  for  the  happiness  of  others. 

Define  altruism. 

AKT 

The  Midnight  Sun. 

LITERATURE 

Christmas  Carol.— Charles  Dickens. 


EIGHTH  GRADE 
NATURE  STUDY 

The  heavens  in  winter  time. 

Land  of  the  midnight  sun. 

Laplanders  and  other  peoples  of  the  polar  re- 
gions. 

Habits  of  peoples  adapted  to  their  geographical 
environment. 

CIVICS 

Growth  of  the  social  service  idea  reviewed  by 
the  following  outline  of  historic  stages: 

1.  The  ego:   savage  life,  as  illustrated  by  the 
cave  man. 

2.  Tribe  or  clan  rule:  primitive  life,  as  illus- 
trater  by  the  Indian. 

3.  Domination  of  the  nation:    early  civiliza- 
tion, as  illustrated  by  Sparta. 

4.  Class  domination:  advanced  civilization,  as 
illustrated  by  England  under  the  feudal  system. 


102        MORAL  AND   HUMANE   EDUCATION 

5.  Eace  domination:    growing  civilization,  as 
illustrated   by   the   United   States   prior   to   the 
Emancipation  Proclamation. 

6.  Human  versus  dumb  creation :   present  civ- 
ilization, as  illustrated  by  the  United  States  at  the 
present  time. 

7.  Universal  recognition  of  the  rights  of  oth- 
ers :  future  civilization,  as  illustrated  by  an  ideal 
community,  a  Utopia. 

ART 
The  Soul's  Awakening.— J.  J.  Sant. 

LITERATURE 

New  Year's  Eve.— Alfred  Tennyson. 
Memorize : 

I  live  to  hail  that  season,  by  gifted  minds  foretold, 
When  man  shall  live  by  reason  and  not  alone  by  gold ; 
For  the  cause  that  lacks  assistance, 
For  the  wrong  that  needs  resistance, 
For  the  future  in  the  distance, 
And  the  good  that  I  can  do. 

— Adapted. 

NEW  YEAR'S  EVE 

Ring  out,  wild  bells,  to  the  wild  sky, 
The  flying  cloud,  the  frosty  light ; 
The  year  is  dying  in  the  night ; 

Ring  out,  wild  bells,  and  let  him  die. 

Ring  out  the  old,  ring  in  the  new ; 

Ring,  happy  bells,  across  the  snow; 

The  year  is  going,  let  him  go ; 
Ring  out  the  false,  ring  in  the  true. 


GRADED   COURSE   OF   STUDY  103 

Ring  out  the  grief  that  saps  the  mind, 
For  those  that  here  we  see  no  more ; 
Ring  out  the  feud  of  rich  and  poor, 

Ring  in  redress  to  all  mankind. 

Ring  out  a  slowly  dying  cause 

And  ancient  forms  of  party  strife; 
Ring  in  the  nobler  modes  of  life, 

With  sweeter  manners,  purer  laws. 

Ring  out  false  pride  in  place  and  blood, 

The  civic  slander  and  the  spite ; 

Ring  in  the  love  of  truth  and  right, 
Ring  in  the  common  love  of  good. 

Ring  out  old  shapes  of  foul  disease, 

Ring  out  the  narrowing  lust  of  gold; 
Ring  out  the  thousand  wars  of  old, 

Ring  in  the  thousand  years  of  peace. 

Ring  in  the  valiant  man  and  free, 

The  larger  heart,  the  kindlier  hand; 
Ring  out  the  darkness  of  the  land, 

Ring  in  the  Christ  that  is  to  be. 

ALFRED  TENNYSON. 


JANUARY 

EELATION  OF  COLD  TO  ANIMAL  LIFE- 
HIBERNATION 

THEME 

For  I  am  my  brother's  keeper, 

And  I  will  fight  his  fight; 
And  speak  the  word  for  beast  and  bird 

Till  the  world  shall  set  things  right. 

ELLA  WHEELER  WILCOX. 

FIRST  GRADE 
NATURE  STUDY 

Snowflakes,  frost  crystals,  frost,  and  ice. 
Weather  in  January. 

Talk  on  the  squirrel,— his  coat,  where  he  lives, 
what  he  eats,  etc. 

CIVICS 

Keeping  the  squirrels  in  the  city  parks,  in  the 
school  yard,  in  the  neighborhood  trees  by  nuts, 
care,  and  kind  treatment,  especially  in  cold 
weather. 

ART 

Piper  and  Nut-Crackers.— Lands eer. 

Squirrels — Carter. 

LITERATURE 

Song:   Tiny  Little  Flakes  of  Snow.— Walker. 
Brownies. — Anonymous. 

104 


GRADED   COURSE   OF   STUDY  105 

I  know  of  a  brownie  who  lives  in  a  tree, 

Chipperee-ree !  chipperee-ree ! 
He  fears  no  danger — oh,  no,  not  he! 

Chipperee-ree !     chipperee-ree ! 
Here  in  my  home  in  the  maple  tree, 
I  live  contented  and  safe  and  free, 
Oh,  who  so  happy  and  full  of  glee ! 

Chipperee-ree !    chipperee-ree ! 

I  scamper  and  frolic  the  whole  day  long. 

Chipperee-ree !     chipperee-ree ! 
I  am  always  gay  though  I  sing  no  song. 

Chipperee-ree !     chipperee-ree ! 
And  in  the  fall  when  the  woods  are  brown, 
And  the  nuts  come  dropping  thickly  down, 
I  '11  scamper  away  to  Brownies'  Town, 

Chipperee-ree !    chipperee-ree ! 

From  Firth's  Voices  of  the  Speechless.     By  permis- 
sion of  Houghton    Mifflin  Co.,  publishers. 


SECOND  GRADE 
NATURE  STUDY 

Effect  of  frost,  snow,  and  ice  on  animal  life. 
Man  and  domestic  animals  need  shelter;  furry 
and  hairy  animals  grow  a  heavier  coat;  many 
birds  go  to  warmer  places,  some  animals  sleep 
during  the  cold;  insects  die  or  go  to  sleep.  All 
animals  feel  the  cold. 

Nature  and  habits  of  rabbits  and  hares. 

CIVICS 

Man's  custom  of  hunting  and  trapping  for  food 
in  the  past  compared  with  his  custom  of  hunting 
and  trapping  for  sport  in  the  present. 


106        MORAL  AND   HUMANE   EDUCATION 

ART 

A  Babbit.— Durer. 

LITERATURE 

Story-telling  by  teacher :  Chapter  I  of  Raggy- 
lug.— Ernest  Thompson  Seton  (Wild  Animals  I 
Have  Known). 

THIRD  GRADE 
NATURE  STUDY 

Effect  of  cold  on  animal  life,— as  to  eating, 
sleeping,  activity,  growth  of  fur,  wool,  and  hair 
covering;  different  methods  of  sheltering  from 
the  cold;  suffering,  death. 

Nature  and  habits  of  gophers,  chipmunks,  rac- 
coons, skunks,  beavers,  minks,  and  musk  rats. 

CIVICS 

Stray  animals  in  the  city  in  the  winter  time,— 
how  they  suffer ;  what  children  can  do  for  them. 
Local  refuges  for  small  animals. 

ART 

Colored  prints  of  some  of  the  animals  mentioned 
under  nature  study. 

LITERATURE 

The  Pet  Coon.  —  James  Whitcomb  Riley 
(Rhymes  of  Childhood). 


GRADED   COURSE   OF   STUDY  107 

THE  PET  COON 

Noey  Bixler  ketched  him,  an '  fetched  him  in  to  me 
When  he 's  ist  a  little  teenty-Weenty  baby-coon 
'Bout  as  big  as  little  pups,  an  '  tied  him  to  a  tree ; 

An'  Pa  gived  Noey  fifty  cents,  when  he  come  home 

at  noon. 
Nen  he  buyed  a  chain  f er  him,  an '  little  collar,  too, 

An'  sawed  a  hole  in  a'  old  tub  an'  turnt  it  upside 

down; 
An'  little  feller  'd  stay  in  there  and  won't  come  out 

fer  you — 
'Tendin '  like  he  's  kind  o '  skeered  o '  boys  'at  lives 

in  town. 
Now  he  aint  '•  af eared  a  bit !  he  's  ist  so  fat  an '  tame, 

We  on'y  chain  him  up  at  night,  to  save  the  little 

chicks. 
Holler  "Greedy!  Greedy!"  to  him,  an'  he  knows  his 

name, 

An '  here  he  '11  come  a  waddle-un,  up  fer  any  tricks ! 
He  '11  climb  up  my  leg,  he  will,  an'  waller  in  my  lap, 
An'  poke  his  little  black  paws  'way  in  my  pockets 

where 

They  's  beechnuts,  er  chinkypins,  er  any  little  scrap 
Of  anything  'at  's  good  to  eat — an '  he  don 't  care ! 

An*  he  's  as  spunky  as  you  please,  an'  don't  like  dogs 

at  all- 
Billy  Miller's  black-an '-tan  tackled  him  one  day, 
An'  "Greedy"  he  ist  kind  o'  doubled  all  up  like  a  ball, 
An'  Billy's  dog  he  gived  a  yelp  er  two  an'  runned 

away! 

An '  nen  when  Billy  fighted  me,  an '  hit  me  with  a  bone, 
An'  Ma  she  purt'  nigh  ketched  him  as  he  dodged  an* 

scooted  through 

The  fence,  she  says,  "You  better  let  my  little  boy  alone, 
Or  '  Greedy, '  next  he  whips  yer  dog,  shall  whip  you, 
too!" 

JAMES  WHITCOMB  RILEY. 

From  Rhymes  of  Childhood.  Copyright,  1900.  By 
special  permission  of  the  publishers,  The  Bobbs-Merrill 
Co. 


108        MORAL   AND   HUMANE   EDUCATION 

FOURTH  GRADE 
NATURE  STUDY 

Keview  study  of  some  of  the  animals  of  Third 
Grade,  Course  of  January. 

Study  of  hibernation,— what  it  is,  causes,  dura- 
tion, habitats,  and  effects. 

CIVICS 

Wild  animals  in  captivity,— a  visit  to  the  local 
Zoo ;  how  they  were  caught,  how  they  were  trans- 
ported; how  they  are  cared  for.  Are  they  happy? 
Lack  of  natural  environment;  diseases  that  arise 
from  unnatural  modes  of  living. 

ART 

The  Sick  Monkey.— Landseer. 
Lions  at  Home.— Bonheur. 

LITERATURE 

Our  Little  Brothers  of  the  Fields.— Charles  M. 
Skinner. 

OUR  LITTLE  BROTHERS  OF  THE  FIELDS 

This  infamous  rage  for  killing!  oh,  the  gallons,  the 
tuns,  of  good  red  blood  that  are  poured  over  the  earth 
every  day  the  world  turns  round!  The  suffering  that 
the  men  with  guns  impose ;  the  happy  creatures  mangled 
in  their  play  and  flight;  the  crippled  that  drag  them- 
selves to  the  woods  and  hills  to  die,  with  unheard  groan- 
ing; the  little  ones  in  fur  and  feathers  that  perish  of 
cold  and  hunger,  wondering  in  their  baby  way  why  the 
father  and  mother  that  were  good  to  them  come  back  no 
more! 


GRADED   COURSE   OF   STUDY  109 

How  strange  would  be  the  sight  of  man  feeding  a 
wild  animal,  carrying  water  to  a  wounded  deer,  setting 
the  broken  wing  of  a  bird,  covering  a  chilled,  forsaken 
creature  with  leaves,  or  earning  from  the  clear,  soft 
eyes  one  look  of  astonished  gratitude !  O  brothers  of  the 
tongue  that  speaks,  the  hand  that  works  such  other 
good,  the  brain  that  thinks  so  high  and  kindly  for  those 
of  your  own  species,  will  you  not  hear  and  heed  the 
plaint  in  these  wild  voices  that  reach  you  even  at  your 
windows?  Will  you  not  have  mercy  on  those  harmless 
ones  that  after  centuries  of  persecution,  know  and  think 
of  you  only  with  aversion  and  terror?  Hang  up  the 
gun,  burn  the  whip,  put  down  the  sling,  the  bow,  the 
trap,  the  stone,  and  bid  them  live.  Let  their  joyous 
voices  greet  the  sun  again,  as  in  the  days  before  they 
learned  the  fear  of  men.  Take  their  drooping  carcasses 
out  of  your  hat,  my  lady,  and  set  an  example  such  as 
a  gentle,  well-bred  woman  should  give  to  her  ignorant 
sisters.  Be  ministers  and  friends,  not  persecutors  and 
enemies.  Shoot  at  targets  all  you  please.  Punish  the 
evil  in  the  human  race,  if  you  will  be  stern.  But  spare, 
for  their  sake,  yet  more  for  your  own  sake,  our  little 
brothers  of  the  fields. 

CHARLES  M.   SKINNER. 

From  Small  Voices  of  the  Town,  published  in  Octo- 
ber, 1901,  issue  of  Atlantic  Monthly.  By  permission 
of  The  Atlantic  Monthly  Co. 


FIFTH  GRADE 

NATURE  STUDY 

Nature  and  habits  of  the  bear. 

CIVICS 

Training  trick  animals.     (Reference:  Cruelties 
connected  with  the  Training  and  Exhibition  of  An- 


110        MORAL  AND  HUMANE  EDUCATION 

imals,  by  Mrs.  Huntington  Smith,  obtained  from 
the  American  Humane  Association,  Albany,  New 
York,  for  two  and  one-half  cents  a  copy.) 

ART 
Colored  print  of  a  bear. 

LITERATURE 

Beading   by   teacher:     Johnny   Bear.— Ernest 
Thompson  Seton  (Lives  of  the  Hunted). 


SIXTH  GRADE 

NATURE  STUDY 

Nature  and  habits  and  habitat  of  the  seal. 

CIVICS 

Commercial  seal  hunting. 

National  and  international  laws  for  protection 
of  seals. 

Laws  for  the  prevention  of  cruelty  needed  with 
reference  to  the  slaughter  of  seals,  especially  dur- 
ing the  breeding  season,  when  the  young  are  left 
to  die  of  starvation. 

ART 

Colored  print  of  the  seal. 

LITERATURE 

Story-telling  by  teacher  or  one  of  the  pupils: 
Mafka  and  Kotik.— David  Starr  Jordan. 


GRADED   COURSE   OF   STUDY  111 

SEVENTH  GRADE 
NATURE  STUDY 

A  comparison  between  wild  fur-bearing  animals 
and  domestic  animals  in  their  relative  dependence 
on  their  own  skill  and  powers  and  on  man. 

civics 

Discussion:  The  rights  of  wild  animals  based 
on  humanity,  and  those  granted  by  law. 

ART 
Lost.— Schenck. 

LITERATURE 

The  Cost  of  a  Skin.— J.  Howard  Moore  (The 
New  Ethics). 

Obtained  from  the  American  Humane  Associa- 
tion, Albany,  New  York,  in  leaflets  for  one  cent  a 
copy. 

THE  COST  OF  A  SKIN 

Furs  are  luxuries,  and  it  cannot  be  said  in  apology  for 
the  wrongs  done  in  obtaining  them  that  they  are  essential 
to  human  life.  They  are  no  more  essential  to  human  wel- 
fare than  toothpicks  or  diamonds.  Doing  without  them 
may  cause  inconvenience  sometimes,  but  it  cannot  cause 
anything  worse.  And  inconvenience,  especially  if  it  is 
largely  imaginary,  is  a  form  of  distress  not  extreme 
enough  to  cause  any  civilized  being  to  commit  crimes 
in  order  to  avoid  it.  There  are  a  great  many  inconve- 
niences in  this  inconvenient  world.  It  is  inconvenient  to 
do  without  our  neighbor's  purse  sometimes,  and  our 
neighbor's  wits,  much  more  inconvenient  than  being 


112        MORAL  AND  HUMANE  EDUCATION 

deprived  of  the  death-harvest  of  the  birds  and  quad- 
rupeds. But  the  most  of  us  are  able  to  stand  these 
greater  inconveniences,  either  because  we  are  educated 
to  do  so  or  because  we  don't  like  to  get  mixed  up  with 
the  club  of  opinion  and  law.  The  time  will  come  in  the 
evolution  of  human  sympathy  and  understanding  when 
the  same  kindly  club  will  hang  over  the  birds  and  quad- 
rupeds as  hangs  over  our  neighbor  now.  Then  we  shall 
refrain  from  burglarizing  them,  no  doubt  with  the  same 
joy  and  eagerness  as  that  with  which  we  keep  our  hands 
off  our  neighbors  now.  In  the  present  raw  state  of  human 
nature  the  only  limit  most  men  place  to  their  sins  is 
that  indicated  where  punishment  begins. 

Skins  and  deceased  birds  are  not  half  so  beautiful  any- 
way as  flowers,  or  ribbons,  or  velvets,  or  mohair.  They 
are  popular  because  they  are  barbaric.  They  appeal 
to  the  vulgarian.  Our  ideas  of  art,  like  our  impulses, 
and  like  human  psychology  generally,  are  still  largely 
in  the  savage  stage  of  evolution.  No  one  but  a  vulgarian 
would  attempt  to  adorn  herself  by  putting  the  dead 
bodies  of  birds  on  her  head  or  muffling  her  shoulders  in 
grinning  weasels  and  dangling  mink  tails.  Indeed,  to 
one  who  sees  things  as  they  are,  in  the  full  light  of  adult 
understanding,  a  woman  rigged  out  in  such  cemeterial 
appurtenances  is  repulsive.  She  is  a  concourse  of  un- 
necessary funerals.  She  is  about  as  fascinating,  about 
as  choice  and  ingenious  in  her  decorations,  as  she  would 
be  embellished  in  a  necklace  of  human  scalps.  She 
should  excite  pity  and  contempt.  She  is  a  pathetic  ex- 
ample of  a  being  trying  to  add  to  her  charm  by  high 
crimes  and  misdemeanors,  and  succeeding  only  in  adver- 
tising her  indifference  to  feeling. 

Of  all  the  accessories  gathered  from  every  quarter  of 
the  earth  to  garnish  human  vanity,  furs  are  the  most 
expensive ;  for  in  no  way  does  man  show  such  complete 
indifference  to  the  feelings  of  his  victims  as  he  does  in 
the  fur  trade.  Fur-bearing  animals,  many  of  them,  are 
intelligent  enough  to  require  the  exercise  by  man  of  his 
highest  cunning  and  perfidy  to  effect  their  capture.  Yet, 
in  addition  to  death,  they  are  compelled  to  undergo  suf- 


THE   PERRY   PICTURES. 
BOSTON   EDITION. 


FROM   PAINTING   BY   LANDSEER.        18O2-1873. 
COPYRIGHT.     1  9O9.     BY   EUGENE  A.    PERRY. 


PIPER     AND     NUTCRACKERS. 


GRADED  COURSE   OF   STUDY  113 

ferings  so  inhuman  as  to  be  utterly  unjustified,  even 
though  the  proceeds  of  these  sacrifices  were  masses  of 
living  gold,  instead  of  a  skin. 

The  most  of  the  skins  used  for  furs  are  obtained  by 
catching  their  owners  in  traps,  and  death  in  such  cases 
comes  usually  at  the  close  of  hours  or  even  of  days  of 
the  most  intense  suffering  and  terror.  The  principal 
device  used  by  professional  trappers  is  the  steel-trap,  the 
most  villainous  instrument  of  arrest  that  was  ever  in- 
vented by  the  human  mind.  It  is  not  an  uncommon  thing 
for  the  savage  jaws  of  this  monstrous  instrument  to  bite 
off  the  leg  of  their  would-be  captive  at  a  single  stroke.  If 
the  leg  is  not  completely  amputated  by  the  snap  of  the 
terrible  steel  it  is  likely  to  be  so  deeply -cut  as  to  encour- 
age the  animal  to  gnaw  or  twist  it  off.  This  latter  is 
the  common  mode  of  escape  of  many  animals.  Trappers 
say  that  on  an  average  one  animal  out  of  every  five 
caught  has  only  three  legs.  A  trapper  told  me  recently 
that  he  caught  a  muskrat  the  past  winter  that  had  only 
one  leg.  The  poor  remnant  was  caught  by  the  tail. 

Suppose  we  human  beings  were  hunted  with  traps  by 
a  race  of  giants  a  hundred  feet  high,  very  ingenious,  and 
absolutely  without  conscience  so  far  as  their  treatment 
of  us  was  concerned.  Suppose  that  in  spite  of  all  our 
vigilance  we  were  continually  falling  into  these  traps, 
which  were  hidden  all  about  us,  and  compelled,  in  ord«r 
to  escape,  to  eat  off  our  own  arms  or  legs.  Suppose  that 
even  then  one  out  of  every  five  of  us  was  so  ill-starred  as 
to  be  caught  a  second  time,  and  ended  up  after  hours  or 
days  of  unspeakable  agony  by  having  his  head  smashed 
into  a  jelly  by  a  big  club.  Suppose  we  were  absolutely 
helpless  in  the  matter  and  that  our  victimizcrs  had  no 
higher  purpose  in  inflicting  these  fiendish  outrages  than 
to  get  a  scalp  or  a  jawbone  to  dangle  about  their  de- 
moniacal necks.  Suppose,  finally,  in  order  to  complete 
the  analogy,  that  these  people  imagined  themselves  to 
be  highly  civilized  and  enlightened.  What  sort  of  an 
opinion  do  you  think  we  would  have  in  the  course  of 
ages  as  to  the  real  character  of  these  people,  and  of  their 
fitness  to  be  models  and  superintendents  of  a  planet  ? 


114        MORAL  AND  HUMANE  EDUCATION 

In  order  to  guard  against  the  escape  of  the  captive  by 
the  amputation  of  its  own  limb,  trappers  are  advised  by 
their  guidebooks  to  use  traps  with  small  *  *  pans ' '  so  that 
the  limb  of  the  captive,  coming  directly  in  the  center  of 
the  trap,  will  be  clutched  close  up  to  the  body.  No 
amount  of  self-mastication  then  can  free  the  unfortunate. 
It  is  doomed.  It  may  gnaw  its  fettered  foot,  and,  in  the 
frenzy  of  its  agony,  break  its  teeth  on  the  unyielding 
steel,  but  it  can  never  get  away. 

The  l '  spring-pole ' ?  is  another  device  used  by  trappers 
to  prevent  the  escape  of  their  prey  by  self-mutilation, 
and  at  the  same  time  insure  it  from  destruction  by  other 
passing  animals.  This  consists  of  a  flexible  pole  set  in 
the  ground  near  the  trap.  The  upper  end  of  the  pole 
is  bent  down  and  fastened  in  such  a  way  as  to  be  liberated 
by  any  slight  wrench.  The  chain  of  the  trap  is  fastened 
to  the  poles.  And  when  the  creature  is  caught,  its  strug- 
gles to  escape,  which,  we  are  told,  '  *  are  often  so  violent 
as  to  break  a  stout  trap  or  chain, ' '  release  the  pole,  and 
the  trap  and  prisoner  are  jerked  into  the  air  and  held 
there.  Here  the  unhappy  captive  must  hang  until  it 
starves  to  death,  or  freezes,  or  perishes  from  thirst  or 
pain,  or  until  the  particular  "paragon"  who  carries  on 
this  accursed  business  comes  along  and  confers  on  it 
the  favor  of  knocking  out  its  brains.  The  poor  creature 
may  have  to  hang  in  this  distressing  condition  for  a 
day  or  two  or  even  a  week,  suffering  agonies  no  pen  can 
describe,  including  the  pains  of  inflammation  rendered 
many  times  more  excruciating  by  the  thousand  fruit- 
less struggles  of  the  distracted  sufferer  to  escape. 

The  "sliding-pole"  is  an  arrangement  for  causing  cap- 
tives to  drown  themselves,  and  the  "dead- fall"  is  a 
baited  log  so  adjusted  as  to  fall  and  crush  the  life  out 
of  any  being  unwary  enough  to  approach  it  for  the  prof- 
fered food. 

I  cannot  express  myself  when  I  get  to  thinking  about 
these  things — these  terrible  crimes  that  man  is  inflicting 
year  after  year  on  millions  of  his  poor,  helpless  brothers. 
I  become  so  indignant  and  desperate  that  I  feel  like 
getting  an  ax  and  knocking  the  whole  planet  to  smith- 


GRADED   COURSE   OF   STUDY  115 

ereens.  I  am  ashamed  of  the  race  of  beings  to  which 
I  belong.  It  is  so  cruel  and  bigoted,  so  hypocritical,  so 
soulless  and  insane.  I  'd  rather  be  an  insect— a  bee 
or  a  butterfly — and  float  in  dim  dreams  among  the  wild- 
flowers  of  summer  than  be  a  man  and  feel  the  wrongs 
and  sufferings  of  this  wretched  world. 

J.  HOWARD  MOORE. 

From  The  New  Ethics.  By  Kindness  of  the  author. 


EIGHTH  GRADE 
NATURE  STUDY 

Geographical  review  of  the  states  that  make  up 
the  Western  plains  of  the  United  States,— physical 
features  of  surface,  water  courses,  vegetation; 
and  of  pasturage  conditions  in  winter  time. 

civics 

Eesponsibility  of  the  stockmen  for  the  food  and 
shelter  of  their  stock  on  the  Western  plains  in 
winter  time. 

Need  of  federal  legislation  on  "The  Western 
Plain  Evil. " 

ART 

Lost. — Schenck. 

LITERATURE 

The  Starvation  of  Cattle  on  the  Western  Plains. 
— E.  K.  Whitehead,  Denver,  Colorado. 

Obtained  in  leaflet  form  from  the  American  Hu- 
mane Association,  Albany,  New  York,  for  one  and 
three-quarters  cents  a  copy. 


116        MORAL  AND  HUMANE  EDUCATION 

THE  STARVATION  OF  CATTLE  ON  THE 
WESTERN  PLAINS 

THE   BEGINNING   OP   THE   BUSINESS 

When  the  early  settlers  of  the  West  crossed  the  vast 
treeless  prairies  that  stretch  from  the  Missouri  River 
to  the  Rocky  Mountains  and  from  interior  of  Mexico  far 
into  British  Columbia,  they  found  them  inhabited  by 
millions  of  buffalo — to  say  nothing  of  antelope  and 
other  prairie  animals — all  of  which  seemed  to  live  well 
through  all  but  winters  of  extraordinary  severity. 

The  prairie  grasses  in  the  dry  air  and  burning  sun, 
shining  three  hundred  days  out  of  the  year,  cured  into 
hay  as  they  stood,  and  became  nutritious  feed,  which, 
even  in  the  deep  snow,  needed  only  to  be  pawed  for. 

As  the  settlers  became  more  numerous,  and  the  buffalo 
were  exterminated,  their  place  was  taken  by  rapidly 
growing  herds  of  cattle,  living  as  the  buffalo  had  done 
on  the  spring  and  early  summer  grasses,  and  the  rest 
of  the  year  on  the  same  grass  cured  on  the  stem ;  going 
many  miles  to  drink  from  such  creeks  and  rivers  as  did 
not  go  dry,  and,  in  the  winters,  eating  snow  till  water 
could  be  found  again. 

There  were  no  fences  then,  and  no  farms  or  claims  to 
irrigating  water  for  them.  A  few  corrals  and  sod  or 
adobe  buildings,  near  some  water  course,  constituted  the 
home  ranch,  and  from  this  the  illimitable  plains  stretched 
away. 

On  them  ranged  together  the  cattle  of  a  hundred  own- 
ers, distinguishable  from  each  other  only  by  the  brand ; 
a  device  consisting  of  a  combination  of  letters  or  figures, 
burned  into  the  animal's  hide  with  a  red-hot  iron,  and 
thereafter  an  ineffaceable  and  permanent  mark  of  owner- 
ship. No  care  was  taken  of  the  cattle,  and  no  expense  was 
incurred  except  the  pay  of  a  few  cow-boys,  varying  in 
number  with  the  size  of  a  herd,  to  ride  the  range  and 
keep  a  kind  of  oversight  upon  it. 

THE  ROUND-UP 

Twice  each  year,  once  in  the  spring  and  once  in  the 
fall,  all  the  cattle  were  rounded  up  by  the  cow-boys  of  all 


GRADED  COURSE   OF   STUDY  117 

cow-men  or  outfits  having  stock  on  that  range,  all  work- 
ing together.  In  the  spring,  the  calves  were  branded 
according  to  the  brand  the  mothers  that  they  were  fol- 
lowing bore,  and  were  turned  loose  again  on  the  plains. 

In  the  fall,  the  marketable  cattle  were  cut  out  from  the 
herds  at  the  round-up,  and  driven  or  shipped  to  market. 

The  rest  of  the  time,  all,  both  young  and  old,  were 
left  to  shift  for  themselves,  with  no  provision  for  food, 
water,  or  shelter  from  one  year 's  end  to  another. 

The  business  is  carried  on  today  practically  as  it  was 
then,  thirty  or  forty  years  ago. 

CHANGE  IN  CONDITIONS 

But,  while  methods  are  the  same,  conditions  have  alto- 
gether changed.  The  prairie  grasses,  growing  in  a  light, 
friable  soil  in  an  arid,  rainless  climate,  take  shallow 
root ;  grow  sparsely ;  and  except  on  the  bottom  lands  near 
water  courses,  grow  very  short. 

The  buffalo  were  migratory  creatures,  and  any  part 
of  the  range  passed  over  and  cropped  by  them  might  not 
be  visited  again  in  years.  The  grass  was  not  injured 
or  impaired,  and  grew,  from  year  to  year,  the  same.  The 
water  courses  were  not  settled  up ;  there  were  no  barb- 
wire  fences;  and  cattle  could  and  did  graze  back  ten, 
fifteen,  and  twenty  miles,  going  straight  to  the  river  for 
water.  The  grass  grew  tall  in  the  bottom  lands  and 
cured  into  standing  hay.  In  the  deep  snow,  when  the 
prairie  range  was  poor,  it  could  be  reached  and  eaten. 
Even  in  those  days  the  very  young,  old,  and  weak  ani- 
mals suffered  and  died;  especially  in  years  of  unusual 
drought  when  the  grass  did  not  grow,  or  in  winters  of 
extreme  severity,  when  the  snow  lay  deep  and  long;  or 
in  late  and  stormy  springs,  which  animals  enfeebled 
by  winter's  hardships  could  not  endure. 

INCREASE  OP  THE  BUSINESS 

But  the  ease  and  profits  of  a  business  in  which  all  a 
man  had  to  do  was  to  watch  his  herds  increase  as  they 
fed  on  the  public  domain,  were  so  great,  that,  year  by 
year,  the  number  of  stock-men  and  the  size  of  herds 
increased. 


118        MORAL  AND   HUMANE  EDUCATION 

The  water  courses  were  fenced  by  ranchmen,  and  there 
was  no  longer  any  hay  in  the  bottom  lands.  Barb-wire 
fences  went  stretching  along  the  streams,  while  ten  cattle 
came,  where  there  was  one  before.  The  shallow-rooted 
prairie  grass  was  trampled  by  many  feet,  and  gnawed 
to  the  ground  by  starving  mouths.  The  water  in  the 
streams  was  taken  for  irrigation. 

Still  the  stockmen  increased  in  numbers,  and  every 
year  sent  out  more  cattle,  in  stupid  confidence  that  they 
would  live  where  there  was  little  to  eat,  little  to  drink, 
and  no  shelter  from  the  fiercest  storm.  Not  a  pound  of 
hay  was  provided ;  not  a  well  was  dug ;  not  a  wind-break 
or  shed  was  erected.  Practically,  that,  to-day,  is  the 
condition  over  most  of  this  vast  empire,  where  the  range 
cattle  business  exists. 

PRESENT  EXTENT  OF   THE  BUSINESS 

In  the  United  States  alone,  it  covers  eighteen  hun- 
dred million  square  miles — almost  thirty  times  the  size 
of  all  New  England.  A  great  part  of  the  area  of  eight- 
een states  and  territories  is  occupied  by  it. 

The  National  Stock-growers '  Association  claims  to  rep- 
resent the  owners  of  forty  million  head  of  cattle,  worth 
nearly  $500,000,000. 

The  United  States  census  report  of  1900  shows  that 
there  were  in  these  states  twenty-nine  million  head  of 
range  catle,  not  belonging  to  dairy  or  farm  stock,  but 
cattle  expected  to  shift  for  themselves  on  the  plains  with 
little  or  no  provision  for  food,  water,  or  shelter. 

A  PICTURE  OP  THE  REALITY 

There  is  no  blacker  stain  on  the  civilization  of  the 
nation  to-day  than  this. 

Imagine  a  single  animal  in  December,  already  gaunt 
from  hunger,  cold,  and  thirst — for,  of  the  three,  thirst  is 
the  most  terrible — imagine  this  wretched  creature  wan- 
dering about  on  an  illimitable  plain,  covered  with  snow ; 
with  nothing  to  eat  except,  here  and  there,  buried  under 
the  snow,  a  sparse  tuft  of  scanty,  moss-like  grass ;  eating 
snow  for  days  and  weeks,  because  there  is  nothing  to 


GRADED  COURSE   OF   STUDY  119 

drink;  by  day  wandering  in  the  snow;  by  night  lying 
down  in  it;  swept  by  pitiless  winds  and  icy  storms;  al- 
ways shivering  with  cold ;  always  gnawed  with  hunger ; 
always  parched  with  thirst;  always  searching  for  some- 
thing to  eat  where  there  is  nothing ;  always  staring  with 
dumb,  hopeless  eyes,  blinded,  swollen,  and  festering  from 
the  sun 's  glare  on  the  wastes  of  snow. 

Imagine  that,  and  imagine  yourself  enduring  one  hour 
of  it.  Multiply  that  hour  by  twenty-four.  Multiply  that 
period  by  the  slow-moving  days  and  nights  from  De- 
cember to  April — if  life  lasts  that  long.  Multiply  that 
by  forty  millions,  and  you  have  the  statistics  of  brute 
suffering  in  this  one  way,  for  one  year  and  every  year, 
in  this  unspeakable  trade. 

Take  all  the  suffering  of  dumb  animals  in  the  city  of 
New  York  for  a  year,  and  it  would  not  offset  that  of  the 
cattle  on  some  ranches  in  a  single  day. 

It  is  like  the  figures  astronomers  give  us — meaning- 
less because  we  cannot  grasp  them.  The  mind  and  heart 
cannot  take  in  what  it  means.  It  saddens  one  for  a 
lifetime  to  see  the  ghastly  corpses  of  starved  cattle  on 
the  plains,  and  the  still  more  ghastly  living  ones.  Poor 
fleshless  frames,  from  which  the  strong-clinging  life 
seems  unable  to  let  go ;  their  dull  brains  so  sodden  with 
suffering  that  they  hardly  know  they  suffer  still;  the 
very  hair  on  their  bodies  bleached  and  colorless  with 
famine;  staggering  about  with  staring  eyes  and  listless 
steps,  and  growing  ever  weaker,  till  they  stumble  and 
fall  in  little  heaps  of  hide  and  bones  which  even  the 
coyotes,  the  scavengers  of  the  plains,  despise  and  will 
not  touch. 

PLACING  THE   BLAME 

Who  are  the  owners  of  these  unfortunate  animals? 
They  are  "our  best  citizens;"  foremost  in  society,  busi- 
ness, politics,  and  religion;  warmly  clad,  eating  three 
good  meals  a  day,  and  sleeping  in  comfortable  beds — all 
paid  for  by  the  suffering  of  helpless  beasts,  deliberately 
put  where  their  owners  know  they  are  dying  lingering 
deaths,  but  knowing,  too,  that  enough  will  survive  to  in- 
sure a  profit. 


120        MORAL   AND  HUMANE   EDUCATION 

These  respectable  gentlemen  bitterly  resent  any  at- 
tempt to  interfere  with  this  feature  of  their  business, 
even  by  the  enforcement  of  law.  In  some  states  they  have 
even  succeeded  in  preventing  the  enactment  of  laws  for 
the  prevention  of  cruelty  to  animals,  on  the  avowed 
ground  ' '  it  would  be  bad  for  their  business. 


?  > 


THE    REMEDY 

What  is  the  remedy  for  this  state  of  things  ?  It  is  to 
be  found  in  the  education  of  public  sentiment  concerning 
the  abuse  of  dumb  animals  in  general,  and  especially  as 
regards  their  abuse  in  this  way ;  .  .  .  and  in  the  pas- 
sage and  enforcement  of  laws  forbidding  cruelty  to  ani- 
mals. .  .  .  The  creation  by  Congress  of  a  national 
board  of  commission,  charged  with  the  investigation 
and  remedy  of  abuses  of  children  and  dumb  animals 
throughout  the  country,  would  be  more  likely  to  supply 
the  needed  impulse  to  local  sentiment,  legislation,  and 
action  than  any  other  agency  which  suggests  itself. 

E.  K.  WHITEHEAD. 

Secretary  of  the  State  Bureau  of  Child  and  Animal 
Protection,  Denver,  Colorado.  By  kindness  of  the 
author. 


FEBRUARY 

PATEIOTISM-GOOD  CITIZENSHIP 

THEME 

O,  may  I  join  the  choir  invisible 

Of  those  immortal  dead  who  live  again 

In  minds  made  better  by  their  presence ; 

Live,  in  pulses  stirred  to  generosity, 

In  deeds  of  daring  rectitude ;  in  scorn 

Of  miserable  aims  that  end  with  self ; 

In  thoughts  sublime  that  pierce  the  night  Hke  stars, 

And  with  their  mild  persistence  urge  men's  minds 

To  vaster  issues. 

GEORGE  ELIOT. 

FIRST  GRADE 
NATURE  STUDY 

Differences  in  weather  at  different  times  of  the 
year. 

Some  places  are  warm  all  the  time  and  some 
places  are  cold  all  the  time. 

civics 

Character  qualifications  brought  out,— love  and 
gratitude. 

Child's  relation  to  his  family  as  to  love  and  duty. 

Child's  relation  to  his  playmates  as  to  love  and 
Cuty. 

Child's  relation  to  his  pets  as  to  love  and  duty. 

Neighbor,— One  who  lives  near  us  and  who 
serves  us. 

121 


122        MORAL  AND   HUMANE  EDUCATION 

Birthdays  of  Washington  and  Lincoln,  two  who 
loved  their  neighbors. 

ART 

Peace  (And  a  Little  Child  Shall  Lead  Them).— 
W.  Strutt. 

LITERATURE 

Stories  of  the  childhood  of  Washington  and  Lin- 
coln. 

Song:   The  Flag.— Gaynor. 

Poem:     Little  Hands.— Miriam  Del  Banco. 

LITTLE  HANDS 

Little  hands  and  dimpled  fingers 

Were  not  made  to  pinch  and  tear, 
But  to  move  in  deeds  of  kindness, 

And  to  fold  in  thoughts  of  prayer. 

God  intended  little  fingers 

To  be  filled  with  flowers  bright ; 
But  they  must  not  tear  one  blossom 

That  perfumes  the  summer  night. 

Little  hands  can  be  so  gentle ! 

They  should  never,  never  dare 
To  be  cruel  to  the  creatures 

God  committed  to  their  care. 

Every  rosy  little  finger, 

Every  loving  little  hand, 
Should  be  lifted  up  in  mercy — 

Should  belong  to  Mercy's  Band. 

Then  be  gentle,  little  fingers, 

Weave  a  web  like  sunshine's  gleams, 
So  your  days  will  fill  with  music 

That  will  echo  through  your  dreams. 

MIRIAM  DELBANCO. 

Teacher  in  Von  Humboldt  School,  Chicago. 
By  kindness  of  the  author. 


GRADED  COURSE   OF   STUDY  123 

SECOND  GRADE 

NATUEE  STUDY 

The  idea  of  climate  as  depending  on  degree  and 
permanency  of  heat. 

Effect  of  relative  degrees  of  heat  on  color  of 
people's  skin;  on  mode  of  living;  on  habits  of 
life. 

CIVICS 

Character  qualifications  brought  out,— love, 
gratitude,  and  service. 

White  race,  black  race,  red  race,— contrast  the 
color  of  the  skin  of  these  races. 

Contrast  their  first  homes  as  to  degree  of  heat 
as  brought  out  in  nature  study. 

Custom  and  skill  as  to  hunting,  trapping,  herd- 
ing, farming,  pottery-making,  spinning  and  weav- 
ing, tending  to  show  that  the  three  races  have  a 
common  nature  as  to  the  necessities  of  life  and  the 
methods  of  supplying  them. 

Neighbor,— one  who  lives  near  enough  to  help 
us  and  whom  we  help. 

Birthdays  of  Washington  and  Lincoln,  men  who 
performed  great  service  for  their  neighbors  be- 
cause of  their  love  of  them. 

AET 
A  Helping  Hand.— Renouf. 

LITEEATUEE 

Stories  of  youth  of  Washington  and  Lincoln. 
Story-telling  by  teacher:   Philemon  and  Baucis 
(found  in  Hawthorne's  Wonder-Book). 


124        MORAL  AND   HUMANE  EDUCATION 

THIRD  GRADE 
NATURE  STUDY 

Meaning  of  words  climate,  temperate,  torrid, 
and  arctic  as  applied  to  places  having  certain  de- 
grees of  heat. 

CIVICS 

Character  qualifications  brought  out,— love, 
gratitude,  service,  and  honesty. 

Meaning  of  word  race,  people  whose  color  of 
skin  is  the  same,  whose  climate  was  at  first  the 
same,  and  who  have  the  same  general  degree  of 
skill  in  supplying  the  necessities  of  life. 

Illustrate  each  point  by  application  to  the  white 
race,  black  race,  and  red  race. 

Neighborliness,  serving  one  another  in  daily  life. 

Birthdays  of  Washington  and  Lincoln,  men  who 
performed  great  deeds  of  service  to  the  white  race 
and  the  black  race  because  of  their  love  for  them. 

ART 
The  Good  Samaritan.— Henner. 

LITERATURE 

A  Triumph— Celia  Thaxter. 

Celia  Thaxter 's  Poems  published  by  Houghton 
Mifflin  Co.  This  poem  can  also  be  found  in  Book 
V,  Jones  Readers,  published  by  Ginn  &  Co. 

Beading:   The  Good  Samaritan.— The  Bible. 


GRADED  COURSE   OF   STUDY  125 

THE  GOOD  SAMARITAN 

And  he  answering  said,  Thou  shalt  love  thy  God  with 
all  thy  heart,  and  with  all  thy  soul,  and  with  all  thy 
strength,  and  with  all  thy  mind;  and  thy  neighbor  as 
thyself. 

And  he  said  unto  him,  Thou  hast  answered  right :  this 
do,  and  thou  shalt  live. 

But  he,  willing  to  justify  himself,  said  unto  Jesus, 
And  who  is  my  neighbor? 

And  Jesus  answering  said,  A  certain  man  went  down 
from  Jerusalem  to  Jericho,  and  fell  among  thieves,  which 
stripped  him  of  his  raiment,  and  wounded  him,  and 
departed,  leaving  him  half  dead. 

And  by  chance  there  came  down  a  certain  priest  that 
way:  and  when  he  saw  him,  he  passed  by  on  the  other 
side. 

And  likewise  a  Levite,  when  he  was  at  the  place,  came 
and  looked  on  him,  and  passed  by  on  the  other  side. 

But  a  certain  Samaritan,  as  he  journeyed  came  where 
he  was;  and  when  he  saw  him,  he  had  compassion  on 
him. 

And  went  to  him,  and  bound  up  his  wounds,  pouring 
in  oil  and  wine,  and  set  him  on  his  own  beast,  and 
brought  him  to  an  inn,  and  took  care  of  him. 

And  on  the  morrow  when  he  departed,  he  took  out 
two  pence,  and  gave  them  to  the  host,  and  said  unto 
him,  Take  care  of  him :  And  whatsoever  thou  spendest 
more,  when  I  come  again,  I  will  repay  thee. 

Which  now  of  these  three,  thinkest  thou,  was  neighbor 
unto  him  that  fell  among  the  thieves  ? 

And  he  said,  He  that  showed  mercy  on  him.  Then 
said  Jesus  unto  him,  Go,  and  do  thou  likewise. 

THE  BIBLE. 


126        MORAL   AND   HUMANE   EDUCATION 

FOURTH  GRADE 
NATURE  STUDY 

Compare  the  four  races,  white,  black,  red,  and 
yellow,  as  to  climate,  origin,  color  of  skin,  stature, 
other  physical  points,  and  development  in  indus- 
trial work. 

CIVICS 

Character  qualifications  brought  out,— love, 
gratitude,  service,  honesty,  and  courage. 

Develop  idea  of  community  life, — as  being  based 
on  nearness  of  living,  common  necessities,  common 
methods  of  supplying  them,— common  interests, 
mutual  help,  and  sympathy. 

Illustrate  by  stories  and  conditions  of  early 
American  colonial  life  and  early  settlement  life 
in  the  history  of  the  state. 

Also  illustrate  community  life  by  the  commu- 
nity institutions,  life-saving  service,  lighthouse 
service,  and  post-office  service. 

Birthdays  of  Washington  and  Lincoln,  men  who 
served  the  communities  in  which  they  respectively 
lived ;  men  of  courage. 

ART 

Portrait  copies  of  Washington  and  Lincoln. 

LITERATURE 

The  Great  Stone  Face— Nathaniel  Hawthorne. 
(The  Snow  Image  and  Other  Twice-Told  Tales). 


GRADED  COURSE   OF  STUDY  127 

FIFTH  GRADE 
NATURE  STUDY 

Develop  idea  that  features  of  nature,  oceans, 
mountains,  plains,  valleys,  and  rivers  make  dif- 
ferent centers  of  community  life  and  variously 
affect  them  as  to  modes  of  living,  industries,  etc. 

Illustrate  by  physical  features  of  North  and 
South  America. 

CIVICS 

Character  qualifications  brought  out,— courage 
and  honor. 

Community  life  and  its  community  institutions, 
—insane  asylums,  hospitals,  schools  for  blind, 
homes  for  poor,  aged,  and  helpless,  orphan  asy- 
lums, anti-cruelty  societies,  refuges  for  disabled 
and  homeless  animals. 

Birthdays  of  Washington  and  Lincoln,  men  of 
courage  and  honor,  who  made  sacrifices  for  the 
good  of  the  communities  in  which  they  respectively 
lived. 

ART 

Foundling  Girls. — Anderson. 

LITERATURE 

The  Fatherland.— James  Russell  Lowell. 


128        MORAL  AND   HUMANE  EDUCATION 

THE  FATHERLAND 

Where  is  the  true  man's  fatherland? 

Is  it  where  he  by  chance  is  born? 
Doth  not  the  yearning  spirit  scorn 

In  such  scant  borders  to  be  spanned  ? 
Oh,  yes,  his  fatherland  must  be 

As  the  blue  heaven,  wide  and  free 

Is  it  alone  where  freedom  is? 

Where  God  is  God,  and  man  is  man  ? 
Doth  he  not  claim  a  broader  span 

For  the  soul 's  love  of  home  than  this  ? 
Oh,  yes,  his  fatherland  must  be 

As  the  blue  heaven,  wide  and  free. 

Where'er  a  human  heart  doth  wear 
Joy's  myrtle  wreath  or  sorrow's  gyves ; 

Where  'er  a  human  spirit  strives 
After  a  life  more  true  and  fair, 

There  is  the  true  Man's  birthplace,  grand, 
His  is  a  world-wide  fatherland. 

Where'er  a  single  slave  doth  pine, 
Where'er  one  man  may  help  another, 

Thank  God  for  such  a  birth-right,  brother, 
That  spot  of  earth  is  thine  and  mine, 

There  is  the  true  Man's  birthplace,  grand, 
His  is  a  world- wide  fatherland. 

JAMES  RUSSELL  LOWELL. 

Lowell's  Poems.  By  permission  of  Houghton  Mifflin 
Co.,  publishers. 

SIXTH  GRADE 
NATURE  STUDY 

Make  a  racial  classification  of  the  inhabitants 
of  our  country,  including  those  of  the  states,  terri- 
tories, Alaska,  the  Philippines,  Hawaii,  and  other 
island  possessions. 


GRADED  COURSE   OF   STUDY  129 

Show  that  racial  difference  has  been  caused  by 
external  conditions,  such  as  climatic  and  geo- 
graphical, and  illustrate  by  the  special  climatic 
and  geographical  conditions  native  to  the  various 
races  of  the  United  States  and  its  possessions. 

CIVICS 

Character  qualifications  brought  out,— honor 
and  loyalty. 

The  nation  (community-life  on  an  extended 
scale)  common  locality  of  its  occupants,  common 
modes  of  living,  industries,  customs,  interests, 
sympathy,  and  love. 

Develop  idea  of  patriotism— love  of  one's  coun- 
trymen and  defense  of  what  the  country  tries  to 
do  for  them. 

Washington  and  Lincoln  treated  of  as  patriots. 

ART 

Lincoln's  Monument.— St.  Gaudens. 
Portrait  of  Washington.— Stewart. 

LITERATURE 

Quotation  on  America,  from  ode,  "Liberty's 
Latest  Daughter, ' '  by  Bayard  Taylor. 

AMERICA 

She  takes,  but  to  give  again, 

As  the  sea  returns  the  rivers  in  rain ; 

And  gathers  the  chosen  of  her  seed 

From  the  hunted  of  every  crown  and  creed. 

Her  Germany  dwells  by  a  gentler  Rhine ; 

Her  Ireland  sees  the  old  sunburst  shine ; 


130       MORAL  AND   HUMANE  EDUCATION 

Her  France  pursues  some  dream  divine ; 
Her  Norway  keeps  his  mountain-pine ; 
Her  Italy  waits  by  the  western  brine; 
And,  broad-based,  under  all 

Is  planted  England 's  oaken-hearted  mood, 

As  rich  in  fortitude 
As  e'er  went  world- ward  from  the  island  wall. 

Fused  in  her  candid  light, 

To  one  strong  race  all  races  here  unite; 

'Twas  glory,  once,  to  be  a  Roman; 
She  makes  it  glory,  now,  to  be  a  man. 

Quotation  from  "Liberty's  Latest  Daughter,"  an  ode 
by  Bayard  Taylor. 


SEVENTH  GRADE 
NATURE  STUDY 

Expand  the  idea  that  racial  differences  are  mat- 
ters of  degree  of  race  development  and  not  of 
kind;  are  caused  by  externals,  such  as  climatic, 
and  other  geographical  features ;  and  illustrate  by 
all  races  and  their  original  special  geographical 
environment. 

Apply  same  study  to  different  nationalities  and 
illustrate  by  countries  of  the  world  with  their  geo- 
graphical divisions,— oceans,  mountains,  rivers, 
valleys,  and  plains,— showing  that  national  dif- 
ferences are  finer  and  more  subtle  than  racial  dif- 
ferences, but  are  also  based  on  externals  intensified 
by  certain  long-continued  local  conditions,  such 
as  language,  government,  and  industries. 


GRADED   COURSE   OF   STUDY  131 

CIVICS 

Character  qualifications  brought  out,— honor, 
loyality,  and  self-sacrifice. 

Show  that  Magna  Charta,  House  of  Commons, 
Bill  of  Eights,  French  Revolution,  Declaration  of 
Independence,  and  Popular  Suffrage  are  steps  in 
one  continuous  march  of  civic  betterment  of  the 
race  of  man  as  a  whole. 

Expand  the  idea  of  patriotism  into  love  of  one 's 
fellow-creatures,  not  confined  to  one's  own  nation. 

The  parts  Washington  and  Lincoln  took  in  the 
civic  march. 

AKT 

The  Minute  Man.— French. 

LITERATURE 

Memorize : 

Then  let  us  pray  that  come  it  may, 

As  come  it  will  for  a'  that — 

That  sense  and  worth,  o  'er  a '  the  earth, 

May  bear  the  gree  and  a'  that. 

For  a'  that  and  a'  that, 

It's  coming  yet,  for  a'  that — 

When  man  to  man,  the  world  o'er, 

Shall  brothers  be  for  a '  that. 

ROBERT  BURNS. 

The  Builders.— Ebenezer  Elliott. 

THE  BUILDERS 

Spring,  summer,  autumn,  winter, 

Come  duly,  as  of  old; 
Winds  blow,  suns  set,  and  morning  saith, 

"Ye  hills,  put  on  your  gold." 


132        MORAL  AND   HUMANE  EDUCATION 

The  song  of  Homer  liveth, 

Dead  Solon  is  not  dead ; 
Thy  splendid  name,  Pythagoras, 

O'er  realms  of  suns  is  spread. 

But  Babylon  and  Memphis 

Are  letters  traced  in  dust ; 
Read  them,  earth 's  tyrants !  ponder  well 

The  might  in  which  ye  trust ! 

They  rose,  while  all  the  depths  of  guilt 

Their  vain  creators  sounded; 
They  fell,  because  on  fraud  and  force 

Their  corner-stones  were  founded. 

Truth,  mercy,  knowledge,  justice, 

Are  powers  that  ever  stand ; 
They  build  their  temples  in  the  soul, 

And  work  with  God 's  right  hand. 

EBENEZEB  ELLIOTT. 

From  Stedman's  Collection,  published  by  Houghton 
Mifflin  Co. 


EIGHTH  GRADE 
NATURE  STUDY 

The  original  geographical  location  of  the  five 
races  of  mankind  and  the  relationship  between  the 
peculiarities  of  each  location  and  its  native  race ; 
and  how  these  different  peculiarities  have  affected 
race  development  as  a  whole. 

CIVICS 

Character  qualifications  necessary  for  good 
citizenship  brought  out. 


GRADED   COURSE   OF   STUDY  133 

The  growth  of  arbitration  versus  warfare. 
The  world's  great  peace  congresses;  The  Hague 
Tribunal  and  its  efforts. 
Lives  of  horses  in  war  time. 

ART 

Friedland  "18Q7."—Meissonier. 
Verestchagin's  War  Pictures.     (The  folly  and 
horrors  of  war  depicted  by  war  pictures.) 

LITERATURE 

A  Song  of  Peace.— John  Ruskin. 

A  SONG  OF  PEACE 

Put  off,  put  off  your  mail,  ye  Kings,  and  beat  your  brands 

to  dust ; 
A  surer  grasp  your  hands  must  know,  your  hearts  a 

better  trust. 
Nay,  bend  a-back  the  lance 's  point,  and  break  the  helmet 

bar, 
A  noise  is  in  the  morning's  winds,  but  not  the  note  of 

war! 

Among  the  grassy  mountain  paths,  the  glittering  troops 

increase ! 
They  come,  they  come!  how  fair  their  feet!  they  come 

that  publish  peace. 

Yea,  Victory,  fair  Victory,  our  enemies  are  ours, 
And  all  the  clouds  are  clasped  in  light,  and  all  the  earth 

with  flowers. 

Oh!  still  depressed  and  dim  with  dew,  but  wait  a  little 

while, 
And  radiant  with  the  deathless  rose,  the  wilderness  shall 

smile, 


134        MORAL  AND   HUMANE  EDUCATION 

And  every  tender  living  thing  shall  feed  by  streams  of 

rest, 
Nor  lamb  shall  from  the  fold  be  lost,  nor  nurseling  from 

the  nest. 

JOHN  BUSKIN. 

Buskin's    Poems.     Copyrighted    and    published    by 
Longmans    Green,  &  Co.     By  permission  of  same. 


MARCH 

REJUVENATION  OF  LIFE-GROWTH 

THEME 

Build  thee  more  stately  mansions,  0  my  soul, 
As  the  swift  seasons  roll ! 
Leave  thy  low-vaulted  past ! 
Let  each  new  temple,  nobler  than  the  last, 
Shut  thee  from  heaven  with  a  dome  more  vast, 

Till  thou  at  length  art  free, 

Leaving  thine  outgrown  shell  by  life's  unresting 
sea. 

OLIVER  WENDELL  HOLMES. 

FIRST  GRADE 
NATURE  STUDY 

Observation  of  length  of  night  and  day. 
Observation  of  clouds,  rains,  and  winds. 
Observation  of  awakening  of  seeds,  buds,  in- 
sects, etc.    The  baby  chicks. 

cnncs 
Bathing. 
Gleaning  house. 
Cleaning  yard. 
Work  of  the  garbage  man  and  his  horses. 

ART 
Spring.— Corot. 

135 


136        MORAL  AND  HUMANE  EDUCATION 

LITERATURE 

Song:  The  Sap  has  begun  to  Flow.— Eleanor e 
Smith  II. 

Poem:  Now  Willows  have  Their  Pussies.— 
Mary  E.  Wilkins. 

NOW  WILLOWS  HAVE  THEIR  PUSSIES 

Now  willows  have  their  pussies, 

Now  ferns  in  meadow  lands 
Hold  little  downy  leaflets, 

Like  clinging  baby  hands. 
Like  rosy  baby  fingers 

Show  oak-leaves  'gainst  the  blue ; 
The  little  ones  of  nature 

Are  ev'ry where  in  view. 

There  's  purring  in  a  sunbeam 
Where  Tabby's  babies  play 
The  hen  is  softly  brooding, 
Her  chickens  came  to-day. 
Up  in  the  crimson  maple 
The  mother  robin  sings ; 
The  world  is  full  of  caring 
For  little  helpless  things. 

MARY  E.  WILKINS. 

From  Songs  of  Happy  Life,  compiled  by  Sarah  J. 
Eddy.  By  arrangement  with  the  publishers,  Silver, 
Burdett  &  Co.,  and  the  compiler,  Miss  Eddy. 


SECOND  GRADE 
NATURE  STUDY 

Observation  of  sunset  in  March;  length  of  day 
and  night. 
Winds,  rains,  clouds. 


GRADED  COURSE   OF   STUDY  137 

Buds,  leaves,  insects  awakening. 
The  baby  lamb. 

CIVICS 

Cleanliness  of  body. 
Spring  housecleaning. 
Spring  yard  cleaning. 

ART 

Dance  of  the  Nymphs.— Corot. 
Landscape.— Corot. 

LITERATURE 

Poem:     The  Wind.— Robert  Louis  Stevenson 
(A  Child's  Garden  of  Verse). 

THE  WIND 

I  saw  you  toss  the  kites  on  high 
And  blow  the  birds  about  the  sky ; 
And  all  around  I  heard  you  pass, 
Like  ladies'  skirts  across  the  grass — 
O  wind,  a-blowing  all  day  long, 
0  wind,  that  sings  so  loud  a  song ! 

I  saw  the  different  things  you  did, 

But  always  you  yourself  you  hid. 

I  felt  you  push,  I  heard  you  call, 

I  could  not  see  yourself  at  all — 
0  wind,  a-blowing  all  day  long, 
0  wind,  that  sings  so  loud  a  song ! 

0  you  that  are  so  strong  and  cold, 
0  blower,  are  you  young  or  old? 
Are  you  a  beast  of  field  and  tree, 
Or  just  a  stronger  child  than  me? 
O  wind,  a-blowing  all  day  long, 
O  wind,  that  sings  so  loud  a  song ! 

ROBERT  Louis  STEVENSON. 

From  A  child's  Garden  of  Verse,  published  by  Charles 
Scribner's  Sons. 


138        MORAL  AND   HUMANE   EDUCATION 

THIRD  GRADE 
NATURE  STUDY 

Position  of  sun  in  March ;  its  effect  on  length  of 
day  and  night ;  on  weather. 

March  winds,  clouds,  and  rains. 

Seed  time,  rising  of  sap,  bursting  of  buds,  be- 
ginning of  leaves. 

Insects,  fish,  and  furry  animals  waking  up. 

The  baby  colt. 

CIVICS 

Planting  vines  and  flowers  in  home  yard. 

Planting  vines  and  flowers  in  school  yard. 

Cleaning  and  beautifying  home  yards  and  school 
premises.  Why? 

Children  keeping  the  schoolhouse  street  clean. 

Danger  to  men  and  animals  of  glass,  nails,  tin 
cans,  etc.,  in  alleys  and  streets. 

ART 
Planting  Potatoes.— Millet. 

LITERATURE 

Song  of  the  Brook.—  Alfred  Tennyson. 

SONG  OF  THE  BROOK 

I  come  from  haunts  of  coot  and  hern : 

I  make  a  sudden  sally 
And  sparkle  out  among  the  fern, 

To  bicker  down  a  valley. 


GRADED  COURSE   OF   STUDY  139 

By  thirty  hills  I  hurry  down, 

Or  slip  between  the  ridges, 
By  twenty  thorps,  a  little  town, 

And  half  a  hundred  bridges. 

I  chatter  over  stony  ways, 

In  little  sharps  and  trebles, 
I  bubble  into  eddying  bays, 

I  babble  on  the  pebbles. 

I  chatter,  chatter,  as  I  flow 

To  join  the  brimming  river; 
For  men  may  come  and  men  may  go, 

But  I  go  on  forever. 

I  wind  about,  and  in  and  out, 

With  here  a  blossom  sailing, 
And  here  and  there  a  lusty  trout, 

And  here  and  there  a  grayling. 

And  here  and  there  a  foamy  flake 

Upon  me,  as  I  travel 
With  many  a  silvery  waterbreak 

Above  the  golden  gravel. 

And  draw  them  all  along,  and  flow 

To  join  the  brimming  river ; 
For  men  may  come  and  men  may  go, 

But  I  go  on  forever. 

I  steal  by  lawns  and  grassy  plots : 

I  slide  by  hazel  covers ; 
I  move  the  sweet  forget-me-nots 

That  grow  for  happy  lovers. 

I  slip,  I  slide,  I  gloom,  I  glance, 
Among  my  skimming  swallows; 

I  make  the  netted  sunbeam  dance 
Against  my  sandy  shallows. 

I  murmur  under  moon  and  stars 

In  brambly  wildernesses; 
I  linger  by  my  shingly  bars; 

I  loiter  round  my  cresses. 


140        MORAL  AND  HUMANE  EDUCATION 

And  out  again  I  curve  and  flow 
To  join  the  brimming  river; 
For  men  may  come  and  men  may  go, 
But  I  go  on  forever. 

ALFRED  TENNYSON. 
From  The  Brook :  An  Idyl. 


FOURTH  GRADE 
NATURE  STUDY 

Equal  days  and  nights. 

The  effect  of  the  lengthening  of  day  on  growing 
vegetable  and  animal  life. 
Garden  making. 

Hibernating  animals  waking  up. 
The  baby  calf. 

CIVICS 

Community  housecleaning,  including  street  and 
alley  cleaning,  garbage  removal,  flushing  from 
hydrants,  and  street  sprinkling.  Who  do  these 
different  works  ?  Why?  How! 

How  children  can  help,  in  picking  up  nails, 
glass,  and  tin  cans  dangerous  to  life;  in  picking 
up  stray  paper,  etc.,  and  by  obeying  and  helping  to 
enforce  the  law  against  litter,  nuisance,  etc. 

ART 

Bringing  Home  the  New-Born  Calf.— MiUet. 
The  Prize  Calf.—Landseer. 


GRADED   COURSE   OF   STUDY  141 

LITERATUEE 

Memorize : 

The  year  's  at  the  spring, 
The  day  's  at  the  morn, 

Morning  's  at  seven,- 
The   hillside  's   dew-pearled; 
The  lark  's  on  the  wing, 
The  snail  's  on  the  thorn, 

God  's  in  his  heaven, 
All  's  right  with  the  world. 

ROBERT  BROWNING,  Pippa  Passes. 


FIFTH  GRADE 
NATURE  STUDY 

Develop  that  spring  in  nature  is  the  youth-time 
of  many  forms  of  life ;  illustrate  by  forms  of  vege- 
table life  beginning  then.— seeds,  buds,  sprouts, 
saplings,  etc.;  illustrate  by  forms  of  animal  life, 
—chicks,  lambs,  colts,  calves,  etc. 

Nature's  work  in  springtime  is,  therefore, 
preparation  for  birth  and  growth  of  vegetable  and 
animal  life 

Man's  work  in  springtime  is  that  which  helps 
nature,— planting,  plowing,  propagating,  and  rear- 
ing the  young  of  animals. 

(Illustrate  by  local  conditions.) 

CIVICS 

Public  parks  and  playgrounds,— especial  work 
in  them  at  this  time  of  the  year,— grass,  foliage, 


142        MORAL  AND   HUMANE  EDUCATION 

fountains,  walks ;  responsibility  of  care,  whose  ex- 
pense, benefit  whom,  regulations  to  public. 

ART 
Ploughing.— B  onheur. 

LITERATURE 

The  Voice  of  Spring.— Felicia  D.  Remans. 

THE  VOICE  OF  SPRING 

I  come,  I  come !    Ye  have  called  me  long — 
I  come  o'er  the  mountains  with  light  and  song! 
Ye  may  trace  my  step  o  'er  the  wakening  earth 
By  the  winds  which  tell  of  the  violet 's  birth, 
By  the  primrose  starts  in  the  shadowy  grass, 
By  the  green  leaves,  opening  as  I  pass. 

I  have  breathed  on  the  South,  and  the  chestnut  flowers 
By  the  thousands  have  burst  from  the  forest  bowers, 
And  the  ancient  graves,  and  the  fallen  fanes, 
Are  veiled  with  wreaths  on  Italian  plains ; — 
But  it  is  not  for  me,  in  my  hour  of  bloom, 
To  speak  of  the  ruin  or  the  tomb ! 

I  have  looked  on  the  hills  of  the  stormy  North, 

And  the  larch  has  hung  all  his  tassels  forth, 

The  fisher  is  out  on  the  sunny  sea, 

And    the  reindeer  bounds  o'er  the  pastures  free, 

And  the  pine  has  a  fringe  of  softer  green, 

And  the  moss    looks  bright  where  my  foot  hath  been. 

I  have  sent  through  the  wood  paths  a  glowing  sigh, 
And  called  out  each  voice  of  the  deep  blue  sky, — 
Prom  the  night  bird's  lay  through  the  starry  time, 
In  the  groves  of  the  soft  Hesperian  clime, 
To  the  swan's  wild  note,  by  the  Iceland  lakes, 
When  the  dark  fir  branch  into  verdure  breaks. 


GRADED   COURSE   OF   STUDY  143 

From  the  streams  and  founts  I  have  loosed  the  chain, 
They  are  sweeping  on  to  the  silvery  main, 
They  are  flashing  down  from  the  mountain  brows, 
They  are  flinging  spray  o  'er  the  forest  boughs, 
They  are  bursting  fresh  from  their  sparry  caves, 
And  the  earth  resounds  with  the  joy  of  waves ! 

Come  forth,  0  ye  children  of  gladness!  come! 
Where  the  violets  lie  may  be  now  your  home. 
Ye  of  the  rose  lip  and  dew-bright  eye, 
And  the  bounding  footstep,  to  meet  me,  fly  I 
With  the  lyre,  and  the  wreath,  and  the  joyous  lay, 
Come  forth  to  the  sunshine, — I  may  not  stay. 

Away  from  the  dwellings  of  care-worn  men, 
The  waters  are  sparkling  in  grove  and  glen! 
Away  from  the  chamber  and  sullen  hearth, 
The  young  leaves  are  dancing  in  breezy  mirth ! 
Their  light  stems  thrill  to  the  wildwood  strains, 
And  youth  is  abroad  in  my  green  domains. 

FELICIA  D.  HEMANS. 


SIXTH  GRADE 

NATURE  STUDY 

Develop  this  idea:  the  succession  of  seasons 
creates  certain  regular  periods  of  weather ;  and  of 
conditions  in  vegetable  life ;  and  conditions  in  ani- 
mal life.  The  position  of  the  earth  to  the  sun  and 
the  lengthening  of  day  causes  an  increase  of 
temperature.  This  growing  heat  causes  increased 
rapidity  of  circulation  in  winds  and  waters  result- 
ing in  March  winds  and  floods.  The  growing  heat 
also  acts  on  vegetable  sap,  causing  seeds  and  buds 
that  were  lying  dormant  during  the  winter  then 
to  appear.  Animal  life,  which  was  dormant  or 


144        MORAL  AND   HUMANE   EDUCATION 

sluggish  during  the  winter,  renews  its  vigor,  ex- 
pressed by  activity  and  by  propagation.  Spring 
is,  therefore,  the  time  of  the  year  for  the  renewal 
of  life  and  the  beginning  of  growth. 

CIVICS 

The  school  as  a  centre  of  influence  for  civic 
growth  in  sanitation,  beauty,  law,  and  kindness  by 
discussion,  by  activity,  by  appearance,  by  example. 

ART 

Oxen  Going  to  Work.— Troy  on. 
Review  of  Spring.— Corot. 

LITERATURE 

First  five  stanzas  of  To  a  Mountain  Daisy.— 
Robert  Burns. 


TO  A  MOUNTAIN  DAISY 

(An  Extract) 

Wee,  modest,  crimson-tipped  flower, 
Thou  's  met  me  in  an  evil  hour, 
For  I  maun  crush  amang  the  stoure 

Thy  slender  stem; 
To  spare  thee  now  is  past  my  power, 

Thou  bonny  gem. 

Alas!  it  's  no  thy  neebor  sweet, 
The  bonnie  lark,  companion  meet, 
Bending  thee  'mang  the  dewy  weet, 

Wi'  spreckled  breast, 
When  upward  springing,  blithe  to  greet 

The  purpling  east. 


BOSTON   EDITION. 


FROM   PAINTING   BY   MURILLO         1617-1682. 
COPYRIGHT.    1  9O8,    BY   EUGENE  A.    PERRY. 


HOLY     FAMILY. 


GRADED   COURSE   OF   STUDY  145 

Cauld  blew  the  bitter-biting  north 
Upon  thy  early,  humble  birth; 
Yet  cheerfully  thou  glinted  forth 

Amid  the  storm, 
Scarce  reared  above  the  parent  earth 

Thy  tender  form. 

The  flaunting  flowers  our  gardens  yield 
High  sheltering  woods  and  wa's  maun  shield: 
But  thou  beneath  the  random  bield 

0 '  clod  or  stane, 
Adorns  the  histie  stibble-field, 

Unseen,  alane. 

There,  in  thy  scanty  mantle  clad, 
Thy  snawie  bosom  sunward  spread, 
Thou  lifts  thy  unassuming  head 

In  humble  guise ; 
But  now  the  share  up  tears  thy  bed, 

And  low  thou  lies! 

ROBERT  BURNS. 


SEVENTH  GRADE 
NATURE  STUDY 

Scientific  cause  of  change  of  seasons,  including 
revolution  of  earth  around  the  sun  and  the  inclina- 
tion of  the  earth's  axis. 

CIVICS 

State  board  of  health;  county  and  municipal 
health  departments,— composed  of,— how  ap- 
pointed,—their  functions. 

ART 
The  Sower.— Millet. 


146        MORAL  AND   HUMANE   EDUCATION 


LITERATURE 

The  Worship  of  Nature.— John  Greenleaf  Whit- 
tier. 

THE  WORSHIP  OF  NATURE 

The  harp  at  Nature's  advent  strung,  has  never  ceased 

to  play ; 

The  song  the  stars  of  morning  sung,  has  never  died  away ; 
The  green  earth  sends  her  incense  up  from  many  a  moun- 
tain shrine; 
From  folded  leaf  and  dewy  cup,  she  pours  her  sacred 

wine. 
The  mists  above  the  morning  rills,  rise  white  as  wings 

of  prayer; 

The  altar  curtains  of  the  hills  are  sunset's  purple  air. 
The  winds  with  hymns  of  praise  are  loud,  or  low  with 

sobs  of  pain; 
The  thunder  organ  of  the  cloud,  the  dropping  tears  of 

rain. 
The  blue  sky  is  the  temple 's  arch,  its  transept  earth  and 

air; 

The  music  of  its  starry  march,  the  chorus  of  a  prayer. 

JOHN  GREENLEAF  WHITTIER. 

From  Whittier's  Poems.    By  permission  of  Houghton 
Mifflin  Co.,  publishers. 

EIGHTH  GRADE 

NATURE  STUDY 

Eeview  scientific  change  of  seasons. 
The  solar  system  in  springtime. 

CIVICS 

Federal  laws  on  quarantine. 
Federal  laws  on  deportation  of  diseased  and  un- 
desirable immigrants. 


GRADED   COURSE   OF   STUDY  147 

Federal  laws  concerning  interstate  transporta- 
tion of  diseased  livestock. 

ART 
Leaving  The  Hills. — Farquharson. 

LITERATURE 

Memorize : 

Build  thee  more  stately  mansions,  0  my  soul, 
As  the  swift  seasons  roll ! 
Leave  thy  low-vaulted  past ! 
Let  each  new  temple,  nobler  than  the  last 
Shut  thee  from  heaven  with  a  dome  more  vast, 
Till  thou  at  length  art  free, 

Leaving  thine  outgrown  shell  by  life 's  unresting  sea. 

OLIVER  WENDELL  HOLMES. 

THE  CHAMBERED  NAUTILUS 

This  is  the  ship  of  pearl,  which,  poets  feign, 

Sails  the  unshadowed  main, — 

The  venturous  bark  that  flings 
On  the  sweet  summer  wind  its  purpled  wings 
In  gulfs  enchanted,  where  the  Siren  sings, 

And  the  coral  reefs  lie  bare, 
Where  the  cold  sea-maids  rise  to  sun  their  streaming  hair. 

Its  webs  of  living  gauze  no  more  unfurl ; 

Wrecked  is  the  ship  of  pearl! 

And  every  chambered  cell, 

Where  its  dim  dreaming  life  was  wont  to  dwell, 
As  the  frail  tenant  shaped  his  growing  shell, 

Before  thee  lies  revealed, — 
Its  irised  ceiling  rent,  its  sunless  crypt  unsealed ! 

Year  after  year  beheld  the  silent  toil 

That  spread  his  lustrous  coil; 

Still,  as  the  spiral  grew, 
He  left  the  past  year's  dwelling  for  the  new, 


148        MORAL  AND  HUMANE  EDUCATION 

Stole  with  soft  steps  its  shining  archway  through, 

Built  up  its  idle  door, 

Stretched  in  his  last-found  home,  and  knew  the  old  no 
more. 

Thanks  for  the  heavenly  message  brought  by  thee, 

Child  of  the  wandering  sea, 

Cast  from  her  lap,  forlorn ! 
From  thy  dead  lips  a  clearer  note  is  born 
Than  ever  Triton  blew  from  wreathed  horn ! 

While  on  mine  ear  it  rings, 

Through  the  deep  caves  of  thought  I  hear  a  voice  that 
sings:— 

"Build  thee  more  stately  mansions,  0  my  soul, 

As  the  swift  seasons  roll! 

Leave  thy  low-vaulted  past! 
Let  each  new  temple,  nobler  than  the  last, 
Shut  thee  from  heaven  with  a  dome  more  vast, 

Till  thou  at  length  art  free, 

Leaving  thine  outgrown  shell  by  life's  unresting  sea!" 

OLIVER  WENDELL  HOLMES. 

From  Holmes'  Poems.     By  permission  of  Houghton 
Mifflin  Co.,  publishers. 


APRIL 

SHADE    TREES-SPRING    BIRDS-SPRING 
MIGRATION 

THEMES 

The  groves  were  God's  first  temples. 

BRYANT. 

No  longer  now  the  winged  inhabitants 
That  in  the  wood  their  sweet  lives  sing  away, 
Flee  from  the  form  of  man,  but  gather  round, 
And  prune  their  feathers  on  the  hands 
Which  little  children  stretch  in  friendly  sport 
Toward  these  dreadless  partners  of  their  play. 
All  things  are  void  of  terror ;  man  has  lost 
His  terrible  prerogative,  and  stands 
An   equal   amidst  equals, — happiness 
And  science  dawn,  tho '  late,  upon  the  earth. 

PERCY  BYSSHE  SHELLEY. 

(See  suggestions  for  October  program.) 


FIRST  GRADE 
NATURE  STUDY 

Recognition  of  oak  tree  by  leaf  and  trunk. 

Talk  on  most  common  birds  of  spring  and  sum- 
mer of  the  neighborhood. 

Recognition  by  name,  color,  song,  and  general 
appearance  of  three  species  (not  the  same  as  those 
learned  in  October).  (Suggestive:  Robin-Red- 
breast, Song  Sparrow,  Red-winged  Blackbird.) 

149 


150        MORAL  AND   HUMANE   EDUCATION 

CIVICS 

The  shade  of  the  oak  for  people,  birds,  and  ani- 
mals. 

The  beauty  of  the  singing  and  the  color  of  birds. 

What  children  can  do  to  feed,  protect,  and  en- 
courage birds. 

ART 

Song  of  the  Lark.— Breton. 

LITERATURE 

Song:    Kobin,  Eobin  (Song  Exercise  Book). 
Poem:    Fairy  Bread.— Robert  Louis  Stevenson. 
Poem:    The  Sing- Away  Bird.— Lucy  Larcom. 

FAIRY  BREAD 
Come  up  here,  0  dusty  feet ! 
Here  is  fairy  bread  to  eat. 
Here  in  my  retiring  room, 

Children,  you  may  dine 
On  the  golden  smell  of  broom 

And  the  shade  of  pine ; 
And,  when  you  have  eaten  well, 
Fairy  stories  hear  and  tell. 

ROBERT  Louis  STEVENSON. 

From  a  Child's  Garden  of  Verse,  published  by  Charles 
Scribner's  Sons. 

THE  SING- AWAY  BIRD 

Have  you  ever  heard  of  the  sing-away  bird, 

That  sings  where  the  Runaway  River 
Runs  down  with  its  rills  from  bald-headed  hills 
That  stand  in  the  sunshine  and  shiver? 

Oh,  sing!  sing-away!  sing-away! 
Hew  the  pines  and  the  birches  are  stirred 
By  the  trill  of  the  sing-away  bird ! 


GRADED   COURSE   OF   STUDY  151 

And  the  bald-headed  hills,  with  their  rocks  and  their  rills 

To  the  tune  of  his  rapture  are  ringing ; 
And  their  faces  grow  young,  all  the  gray  mists  among, 
While  the  forests  break  forth  into  singing. 

Oh,  sing!  sing-away!  sing-away! 
And  the  river  runs  singing  along; — 
And  the  flying  winds  catch  up  the  song. 

'T  was  a  white-throated  sparrow  that  sped  a  light  arrow 

Of  song  from  his  musical  quiver, 
And  it  pierced  with  its  spell  every  valley  and  dell 
On  the  banks  of  the  Runaway  River. 
Oh,  sing !  sing-away !  sing-away ! 
The  song  of  the  wild  singer  had 
The  sound  of  a  song  that  is  glad. 

And,  beneath  the  glad  sun,  every  glad-hearted  one 

Sets  the  world  to  the  tune  of  its  gladness : 
The  swift  rivers  sing  it,  the  wild  breezes  wing  it, 
Till  earth  loses  thought  of  her  sadness. 

Oh,  sing!  sing-away!  sing-away! 
Oh,  sing,  happy  soul,  to  joy's  Giver, — 
Sing  on,  by  Time's  Runaway  River! 

LUCY  LARCOM. 

By  permission  of  Houghton  Mifflin  Co.,  publishers. 


SECOND  GRADE 
NATURE  STUDY 

The  oak-tree,— general  shape,  leaves,  branches, 
bark,  trunk,  root,  shade,  acorns. 

Talk  on  other  common  trees  of  the  neighbor- 
hood. 

Talk  on  the  most  common  birds  of  spring  and 
summer  of  the  neighborhood. 


152        MORAL  AND   HUMANE  EDUCATION 

Kecognize  by  name,  color,  song  note,  and  gen- 
eral appearance  three  species  in  addition  to  those 
of  First  Grade  (not  the  same  as  those  learned  in 
October).  (Suggestive:  Baltimore  Oriole,  Wood- 
thrash,  Cat-bird.) 

CIVICS 

Usefulness  of  shade  trees  to  birds,  animals,  and 
people. 

Usefulness  of  birds  to  people,— beauty  of  color 
and  singing,  destroying  of  weeds  and  insects. 

How  to  attract  birds  to  neighborhood,— food, 
boxes,  drinking-cup. 

ART 
Sparrows. —Laux. 

LITERATURE 

The  Oak.— Alfred  Tennyson. 

One  Morning  Oh,  So  Early.— Jean  Ingelow. 

THE  OAK 

Live  thy  life, 
Young  and  old, 
Like  yon  oak ; 
Bright  in   spring, 
Living  gold ; 

Summer  rich 
Then;  and  then 
Autumn  changed, 
Sober-hued, 
Gold  again. 


GRADED   COURSE   OF   STUDY  153 

All  his  leaves 
Fall'n  at  length, 
Look,  he  stands, 
Trunk  and  bough, 
Natfed   strength! 

ALFRED    TENNYSON. 

Memorize : 

OLD  RHYME 

The  robin  and  the  red-breast, 

The  robin  and  the  wren ; 
If  ye  take  out  of  their  nest, 

Ye  '11  never  thrive  again; 
The  robin  and  the  red-breast, 

The  martin  and  the  swallow ; 
If  ye  touch  one  o '  their  eggs, 

Bad  luck  will  surely  follow. 

ANONYMOUS. 

ONE  MORNING,  OH,  SO  EARLY 

One  morning,  oh,  so  early,  my  beloved,  my  beloved, 

All  the  birds  were  singing  blithely  as  if  never  they  would 

cease. 
'T  was  a  thrush  sang  in  my  garden :    ' '  Hear  the  story ! 

hear  the  story ! ' ' 

And  the  lark  sang,  "Give  us  glory !" 
And  the  dove  said,  ' '  Give  us  peace ! ' ' 
Then  I  listened,  oh,  so  early,  my  beloved,  my  beloved, 
To  that  murmur  from  the  woodland  of  the  dove,  my  dear, 

the  dove; 
When  the  nightingale   came   after,   "Give  us  fame  to 

sweeten  duty;" 

When  the  wren  sang,  ' '  Give  us  beauty ! ' ' 
She  made  answer,  ' '  Give  us  love ! ' ' 

JEAN  INGELOW. 

Found  in  Book  Three,  Lights  to  Literature,  published 
by  Band,  McNally,  &  Co. 


154        MORAL  AND   HUMANE  EDUCATION 

THIRD  GRADE 
NATURE  STUDY 

How  trees  grow  from  seed  and  sapling;  how 
long  it  takes  them  to  grow. 

The  oak,  maple,  elm,— general  shape,  leaves, 
branches,  bark,  trunk,  roots,  shade,  seeds. 

Family  life  of  birds,— mating,  nesting,  egg  bear- 
ing, male  and  female  rearing  young,  singing. 

Meaning  of  term  family  as  applied  to  a  group  of 
birds  and  illustrate  by  two  most  common  Bird 
Families  of  community  (not  the  same  as  those 
learned  in  October).  (Suggestive:  Family  of 
Blackbirds  and  Orioles;  Family  of  Wood-War- 
blers.) 

CIVICS 

Man's  custom  of  planting  shade  trees  for  the 
benefit  of  those  that  come  after  the  planter. 

The  evil  of  sling-shot;  of  nest  and  egg  col- 
lecting; of  wearing  bird's  plumage  for  millinery. 

ART 

Colored  prints  of  oak,  elm,  maple. 
Colored  prints    of   spring  and   summer  birds 
studied. 

LITERATURE 

The  Tree.—Bjornstjerne  Bjornson. 

Found  in  Book  Three,  Jones  Readers,  published 
by  Ginn  &  Co.  Published  by  Rand,  McNally  and 
Co,  in  Book  Three.  Lights  to  Literature. 


GRADED   COURSE   OF   STUDY  155 

Little  by  Little.— Anonymous. 

Nest  Eggs.— Robert  Louis  Stevenson. 

LITTLE  BY  LITTLE 

(An  Extract) 

'  *  Little  by  little, ' '  an  acorn  said, 

As  it  slowly  sank  in  its  mossy  bed ; 
"I  am  improving  day  by  day, 

Hidden  deep  in  the  earth  away." 

Little  by  little  each  day  it  grew, 

Little  by  little  it  sipped  the  dew : 

Downward  it  sent  out  a  thread-like  root; 

Up  in  the  air  sprung  a  tiny  shoot : 

Day  after  day,  and  year  after  year, 

Little  by  little,  the  leaves  appear, 

And  the  slender  branches  spread  far  and  wide, 

Till  the  mighty  oak  is  the  forest 's  pride. 

ANONYMOUS. 

From  The  Jones  Readers,  Book  III.     By  permission  of 
Ginn  &  Co.,  publishers. 


NEST  EGGS 

-Birds  all  the  sunny  day 

Flutter  and  quarrel, 
Here  in  the  arbour-like 
Tent  of  the  laurel. 

Here  in  the  fork 

The  brown  nest  is  seated ; 
Four  little  blue  eggs 

The  mother  keeps  heated. 

While  we  stand  watching  her, 
Staring  like  gabies, 

Safe  in  each  egg  are  the 
Bird's  little  babies. 


156        MORAL  AND   HUMANE   EDUCATION 

Soon  the  frail  eggs  they  shall 

Chip,  and  upspringing, 
Make  all  the  April  woods 

Merry  with  singing. 

Younger  than  we   are, 

0  children,  and  frailer, 
Soon  in  blue  air  they  '11  be, 

Singer  and  sailor. 

ROBERT  Louis  STEVENSON. 

From  A  Child's  Garden  of  Verse,  published  by  Charles 
Scribner's  Sons. 


FOURTH  GRADE 

NATURE  STUDY 

What  shade  trees  do  for  birds,— nesting  place, 
resting  place,  shade,  food  (trunk  and  leaf  para- 
sites). 

What  birds  do  for  shade  trees,— destroyers  of 
leaf  and  trunk  parasites,  distributors  of  seeds. 

What  they  each  do  for  man. 

Spring  migration,— when  birds  first  appear  in 
spring ;  how  they  return,  singly  or  in  groups,  and 
why;  order  of  appearance  of  those  studied  in 
previous  grades.  Do  they  return  to  the  old  nests  ? 
How  does  the  prevailing  wind  effect  the  birds' 
migration?  Compare  for  analogy  and  differences 
with  fall  migration. 

Add  two  new  Families  to  those  learned  in  Third 
Grade  (not  the  same  as  those  learned  in  October). 
(Suggestion:  Family  of  Thrushes,  Bluebirds,  and 
Eobins ;  Family  of  Wrens.) 


GRADED   COURSE   OF   STUDY  157 

CIVICS 

Why  men  plant  trees  for  those  that  follow. 

Caged  song  birds,— how  they  are  captured;  how 
they  are  brought  to  the  United  States;  size  of 
cages  in  which  birds  are  kept  when  transported  or 
in  stores ;  treatment  and  care  of  them  by  dealers ; 
how  they  are  trained  to  sing.  Are  these  birds 
happy!  Compare  their  lives  with  those  of  free 
birds ;  visit  a  bird-store. 

ART 
A  Besting  Place. — Laux. 

LITERATURE 

Memorize : 

A  song  to  the  oak,  the  brave  old  oak, 

Who  hath  ruled  in  the  greenwood  long; 
Here  's  health  and  renown  to  his  broad  green  crown, 

And  his  fifty  arms  so  strong. 

There  's  fear  in  his  frown  when  the  sun  goes  down, 

And  the  fire  in  the  west  fades  out : 
He  showeth  his  might  on  a  wild  midnight, 

When  the  storms  through  his  branches  shout. 

Then  here  's  to  the  oak,  the  brave  old  oak, 

Who  stands  in  his  pride  alone ; 
And  still  flourish  he,  a  hale  green  tree, 

When  a  hundred  years  are  gone. 

HENRY  F.  CHORLEY. 

The  Wild  Doves  of  St.  Francis.— William  E.  A. 
Axon. 


158   MORAL  AND  HUMANE  EDUCATION 


THE  WILD  DOVES  OF  ST.  FRANCIS 

A  Tuscan  peasant  youth  he  saw,  who  bore 
Tethered  and  bound  a  swarm  of  young  wild  doves, 
Poor  pris'ners  who  were  doomed  to  sale  and  death. 
St.  Francis,  who  loved  all  the  things  on  earth, 
All  gentle  creatures  that  have  breath  and  life, 
Felt  in  his  heart  a  deep  compassion  born, — 
And  looked  at  them  with  eyes  of  tender  ruth. 
"0  good  young  man,"  he  cried,  "I  pray  that  you 
Will  give  to  me  these  poor  and  harmless  birds — 
Sweet  emblems  they  of  pure  and  faithful  souls — 
So  they  may  never  fall  in  ruthless  hands 
That  quench  such  lives  in  cruelty  and  blood." 
The  youth  had  snared  the  birds  within  the  woods, 
Was  taking  them  to  market,  where  their  doom 
He  knew  was  slaughter — sudden,  cruel  death ; 
Nor  had  one  thought  of  pity  moved  his  mind, 
And  yet,  when  gentle  Francis  made  his  plea 
It  found  an  answer  in  the  young  man 's  heart ; 
For  use  may  blunt  and  thoughtless  custom  dim 
The  mind  to  deeds  of  needless  pain  and  death, 
Yet  in  each  soul  there  is  a  secret  cell 
Whose  echo  answers  to  the  voice  of  truth. 
So  the  youth  gave  the  wild  doves  to  the  saint, 
And  wondered  what  the  holy  man  would  do 
With  these  poor  captives  from  the  woods  and  trees. 
St.  Francis  took  them  to  his  loving  heart, 
And  on  his  breast  they  nestled  safe  and  warm. 
' '  Dear  little  sisters, ' '  said  the  holy  man, 
"Why  did  you  let  them  take  your  liberty? 
Why  place  yourself  in  peril  of  your  lives? 
But  you  are  safe  from  every  danger  now, 
And  I  will  care  for  you  and  build  you  nests 
Where  you  may  safely  rear  your  little  brood, 
And  live  your  lives  as  God  would  have  you  do, 
Who  is  the  father  of  all  living  things." 
The  wild  doves  listened  to  his  tender  words, 
And  in  his  eyes  they  saw  affection  beam, 
And  in  his  voice  they  heard  their  Father's  voice. 


GRADED   COURSE   OF    STUDY  159 

So  the  wild  birds  were  tamed  by  love  alone, 
And  dwelt  with  Francis  in  his  convent  home ; 
And  there  he  built  them  nests  that  they  might  live 
Their  free  and  happy  lives  without  annoy. 

WILLIAM  E.  A.  AXON  (Abridged). 

From  The  Jones   Readers  by  Grades,   Book  V.     By 
permission  of  Ginn  &  Co.,  publishers. 


FIFTH  GRADE 
NATURE  STUDY 

Classification  and  study  of  shade  trees  of  state. 

Keview  knowledge  of  various  species  of  birds 
learned  in  preceding  grades. 

Group  the  species  into  Families;  study  the 
points  of  analogy  and  the  points  of  difference  be- 
tween one  Family  and  another. 

Learn  the  distinctive  characteristics  of  an  Order 
and  illustrate  by  the  Order  of  Perching  Birds. 

civics 

Uses  of  forests  to  man ;  forest  reservations ;  Ar- 
bor Day  Proclamation;  the  " State  tree"  (the  oak 
tree  in  Illinois;  it  symbolizes  character,  courage, 
strength,  endurance). 

Bird  Day  Proclamation ;  bird  reservations  (Yel- 
lowstone and  other  national  and  city  parks)  ;  the 
eagle,  the  "national  bird"  of  United  States,  sym- 
bolizes independence,  strength,  courage. 

ART 

Prints  of  trees  studied. 
Prints  of  birds  studied. 


160        MORAL  AND   HUMANE  EDUCATION 

LITERATURE 

Memorize : 

A  little  of  thy  steadfastness, 
Bounded  with  leafy  gracefulness, 

Old  oak,  give  me, 

That  the  world 's  blast  may  round  me  blow 
And  I  yield  gently  to  and  fro, 
While  my  stout-hearted  trunk  below, 

And  firm-set  roots  unshaken  be. 

Some  of  thy  pensiveness  serene, 
Some  of  thy  never-dying  green, 

Put  in  this  scrip  of  mine, 
That  griefs  may  fall  like  snowflakes  light, 
And  deck  me  in  a  robe  of  white, 
Ready  to  be  an  angel  bright, 

0  sweetly  mournful  pine. 

JAMES  RUSSELL  LOWELL. 

From  The  Beggar.     By  permission  of  publishers. 
The  Birds  of  Killingworth. — Henry  W.  Longfellow. 

Publishers  of  Lowell's  Poems  and  Longfellow's  Poems 
are  Houghton  Mifflin  Co. 


SIXTH  GRADE 
NATURE  STUDY 

Study  of  forestry,  especially  as  it  applies  to  the 
United  States. 

Spring  migration :  Compare  with  fall  migration 
in  points  of  analogy  and  points  of  difference. 

Eeview  Order  of  Perching  Birds. 

Study  as  an  Order,  Goatsuckers  and  Swifts. 


GRADED  COURSE  OF   STUDY  161 

CIVICS 

State  Board  of  Agriculture  on  the  promotion  of 
planting,  and  the  protection  of  shade  trees. 

State  Board  of  Agriculture  on  the  protection  of 
birds. 

City  and  state  laws  protecting  birds  against 
sling-shot,  trapping,  rifle,  and  gun. 

AKT 

Colored  charts  and  stereopticon  slides  on  forest 
trees ;  on  spring  and  summer  birds. 

LITERATUKE 

A  Forest  Hymn.— William  Cullen  Bryant. 
The  Skylark.— James  Hogg. 

A  FOREST  HYMN 

(An  Extract) 

The  groves  were  God's  first  temples.     Ere  man  learned 
To  hew  the  shaft,  and  lay  the  architrave, 
And  spread  the  roof  above  them, — ere  he  framed 
The  lofty  vault,  to  gather  and  roll  back 
The  sound  of  anthems ;   in  the  darkling  wood, 
Amidst  the  cool  and  silence,  he  knelt  down, 
And  offered  to  the  Mightiest  solemn  thanks 
And  supplication.     For  his  simple  heart 
Might  not  resist  the  sacred  influences 
Which,  from  the  stilly  twilight  of  the  place, 
And  from  the  gray  old  trunks  that  high  in  heaven 
Mingled  their  mossy  boughs,  and  from  the  sound 
Of  the  invisible  breath  that  swayed  at  once 
All  their  green  tops,  stole  over  him,  and  bowed 
His  spirit  with  the  thought  of  boundless  power 
And  inaccessible  majesty.    Ah,  why 


162        MORAL  AND  HUMANE  EDUCATION 

Should  we,  in  the  world 's  riper  years,  neglect 
God's  ancient  sanctuaries,  and  adore 
Only  among  the  crowd,  and  under  roofs 
That  our  frail  h^nds  have  raised  ? 

WILLIAM  CULLEN  BRYANT. 

Reprinted  from  Bryant's   Complete  Poetical  Works, 
by  permission  of  D.  Appleton  &  Co. 

THE  SKYLARK 

Bird  of  the  wilderness, 

Blithesome  and  cumberless, 
Sweet  be  thy  matin  o  'er  moorland  and  lea ! 

Emblem  of  happiness, 

Blest  is  thy  dwelling-place, — 
O,  to  abide  in  the  desert  with  thee ! 

Wild  is  thy  lay  and  loud 

Far  in  the  downy  cloud, 
Love  gives  it  energy,  love  gave  it  birth. 

Where,  on  thy  dewy  wing, 

Where  art  thou  journeying? 
Thy  lay  is  in  heaven,  thy  love  is  on  earth. 

O'er  fell  and  fountain  sheen, 

0  'er  moor  and  mountain  green, 
O'er  the  red  streamer  that  heralds  the  day, 

Over  the  cloudlet  dim, 

Over  the  rainbow's  rim, 
Musical  cherub,  soar,  singing,  away ! 

Then,  when  the  gloaming  comes, 

Low  in  the  heather  blooms 
Sweet  will  thy  welcome  and  bed  of  love  be ! 

Emblem  of  happiness, 

Blest  is  thy  dwelling-place,— 
O,  to  abide  in  the  desert  with  thee ! 

JAMES  HOGG. 


GRADED   COURSE   OF   STUDY  163 

SEVENTH  GRADE 
NATURE  STUDY 

Forestry,  comparing  progress  of  the  United 
States  in  this  activity  with  other  nations,  es- 
pecially Germany. 

Classification  and  study  of  Bird  Families 
grouped  into  Orders. 

civics 

Kinds  and  uses  of  woods  in  national  industries. 

State  Game  Commission;  game  warden;  game 
laws. 

Audubon  Society  (Found  in  Magazine  " Na- 
tion, "  Vol.  81,  pp.  214-215.) 

ART 

Colored  charts  and  stereopticon  slides  on  forest 
trees ;  on  spring  and  summer  birds. 

LITERATURE 

The  Forest  Primeval.— Henry  W.  Longfellow, 
from  Evangeline. 

To  the  Skylark.— Percy  Bysshe  Shelley. 

THE  FOREST  PRIMEVAL 

This  is  the  forest  primeval.     The  murmuring  pines  and 

hemlocks, 
Bearded  with  moss,  and  in  garments  green,  indistinct  in 

the  twilight, 
Stand  like  Druids  of  eld,  with  voices  sad  and  prophetic, 


164       MORAL  AND   HUMANE  EDUCATION 

Stand  like  harpers  hoar,  with  beards  that  rest  on  their 

bosoms. 
Loud  from  its  rocky  caverns,  the  deep-voiced  neighboring 

ocean 
Speaks,  and  in  accents  disconsolate  answers  the  wail  of 

the  forest. 
This  is  the  forest  primeval. 

HENRY  WADSWORTH  LONGFELLOW. 
From  Evangeline.     By  permission  of  Houghton  Mif- 
flin  Co.,  publishers. 

TO  THE  SKYLARK 

(An  Extract) 
Hail  to  thee,  blithe  spirit ! 

Bird  thou  never  wert, 
That  from  heaven,  or  near  it, 

Pourest  thy  full  heart 
In  profuse  strains  of  unpremeditated  art. 

Higher  still  and  higher 

From  the  earth  thou  springest, 
Like  a  cloud  of  fire; 

The  blue  deep  thou  wingest, 
And  singing  still  dost  soar,  and  soaring  ever  singest. 

Ill  the  golden  lightning 

Of  the  setting  sun, 
O'er  which  clouds  are  brightening, 

Thou  dost  float  and  run ; 
Like  an  unbodied  joy  whose  race  is  just  begun. 

The  pale  purple  even 

Melts  around  thy  flight ; 
Like  a  star  of  heaven, 

In  the  broad  daylight 
Thou  art  unseen,  but  yet  I  hear  thy  shrill  delight. 

All  the  earth  and  air 

With  thy  voice  is  loud, 
As,  when  night  is  bare, 

From  one  lonely  cloud 
The  moon  rains  out  her  beams,  and  heaven  is  overflowed. 


GRADED   COURSE   OF   STUDY  165 

What  thou  art  we  know  not ; 

What  is  most  like  thee? 
From  rainbow  clouds  there  flow  not 

Drops  so  bright  to  see, 
As  from  thy  presence  showers  a  rain  of  melody. 

Teach  me  half  the  gladness 

That  thy  brain  must  know, 
Such  harmonious  madness 

From  my  lips  would  flow, 

The  world  should  listen  then  as  I  am  listening  now. 

PERCY  BYSSHE  SHELLEY. 


EIGHTH  GRADE 
NATURE  STUDY 

Review  of  work  of  preceding  grades  on  trees 
and  forestry. 

Uses  of  field  glass,  kodak,  local  museums,  and 
stereopticon  slides  in  bird  study. 

Adaptation  of  birds  to  their  natural  environ- 
ment. 

CIVICS 

Federal  Department  of  Forestry. 
Federal  Bureau  of  Agriculture  on  trees. 
Federal  Bureau  of  Agriculture  on  birds. 
Federal  Department  of  Ornithology. 
Biological  Survey  at  Washington,  District  of 
Columbia. 

ART 

Avenue  of  Trees,  Middleharnais.— Hobbema. 
Eeview  of  Song  of  the  Lark.— Breton. 


166        MORAL  AND   HUMANE   EDUCATION 

LITERATURE 

Memorize : 

Welcome,  ye  shades!    ye  bowery  thickets  hail! 
Ye  lofty  pines !  ye  venerable  oaks ! 
Ye  ashes  wild,  resounding  o  'er  the  steep ! 
Delicious  is  your  shelter  to  the  soul. 

JAMES  THOMSON. 

The  Songsters.— James  Thomson  (The  Seasons 
Spring). 

THE  SONGSTERS 

Up  springs  the  lark, 

Shrill- voiced  and  loud,  the  messenger  of  morn. 
Ere  yet  the  shadows  fly,  he  mounted  sings 
Amid  the  dawning  clouds,  and  from  their  haunts 
Calls  up  the  tuneful  nations.     Every  copse 
Deep-tangled,  tree-irregular,  and  bush 
Bending  with  dewy  moisture,  o  'er  the  heads 
Of  the  coy  quiristers  that  lodge  within, 
Are  prodigal  of  harmony.     The  thrush 
And  woodlark,  o'er  the  kind-contending  throng 
Superior  heard,  run  through  the  sweetest  length 
Of  notes ;  when  listening  Philomela  deigns 
To  let  them  joy,  and  purposes,  in  thought 
Elate,  to  make  her  night  excel  their  day. 
The  blackbird  whistles  from  the  thorny  brake ; 
The  mellow  bullfinch  answers  from  the  grove ; 
Nor  are  the  linnets,  o'er  the  flowering  furze 
Poured  out  profusely,  silent:   joined  to  these, 
Innumerous  songsters,  in  the  freshening  shade 
Of  new  sprung  leaves,  their  modulations  mix 
Mellifluous      The  jay,  the  rook,  the  daw, 
And  each  harsh  pipe,  discordant  heard  alone, 
Aid  the  full  concert;   while  the  stockdove  breathes 
A  melancholy  murmur  through  the  whole. 


GRADED   COURSE   OF   STUDY  167 

'Tis  love  creates  their  melody,  and  all 
This  waste  of  music  is  the  voice  of  love; 
That  even  to  birds  and  beasts  the  tender  arts 
Of  pleasing  teaches. 

JAMES  THOMSON. 

From  The  Seasons:    Spring. 


MAY 

HEALTH  AND  THE  JOY  OF  LIVING- 
VALUES  IN  THE  ANIMAL  WORLD 

THEMES 

All  are  needed  by  each  one, 
Nothing  is  fair  or  good  alone. 

EMERSON. 

One  all-extending  ,all-preserving  soul 
Connects  each  being,  greatest  with  the  least ; 
Made  beast  in  aid  of  man,  and  man  of  beast ; 
All  served,  all  serving ;  nothing  stands  alone ; 
The  chain  holds  on,  and  where  it  ends,  unknown. 

POPE. 

FIRST  GRADE 
NATURE  STUDY 

Talk  on  the  appearance  and  ways  of  the  grass 
hopper. 

CIVICS 

Health  makes  the  joy  of  living. 

ART 
Colored  print  of  grasshopper. 

LITERATURE 

Poem: 

The  poetry  of  earth  is  never  dead ! 

When  all  the  birds  are  faint  with  the  hot  sun, 
And  hide  in  cooling  trees,  a  voice  will  run 

From  hedge  to  hedge  about  the  new-mown  mead ; 

168 


GRADED   COURSE   OF    STUDY  169 

That  is  the  grasshopper's,  he  takes  the  lead 
In  summer  luxury ;  he  has  never  done 
With  his  delights,  for  when  tired  out  with  fun 

He  rests  at  ease  beneath  some  pleasant  weed. 

JOHN  KEATS.     (Grasshopper  and  Cricket). 

Song :    May  Is  Coming  ( Song  Primer) . 


SECOND  GRADE 
NATURE  STUDY 

Study  appearance  and  ways  of  the  cricket;  of 
ants. 

CIVICS 

Health  makes   life  joyous  for  ourselves   and 
makes  life  joyous  for  others. 

ART 
Colored  prints  of  the  cricket  and  of  ants. 

LITERATURE 

Poem:    The  Cricket. 

Little  inmate,  full  of  mirth, 
Chirping  on  my  kitchen  hearth, 
Wheresoever  be  thine  abode 
Always  harbinger  of  good, 
Pay  me  for  thy  warm  retreat, 
With  a  song  more  soft  and  sweet. 

WILLIAM  COWPEB. 


170        MORAL  AND   HUMANE  EDUCATION 

THIRD  GRADE 
NATURE  STUDY 

Study  nature  and  habits  of  the  toad,  the  frog, 
and  the  bat. 

CIVICS 

It  is  the  nature  of  man  to  be  healthy  and  to  en- 
joy life ;  it  is  his  duty  to  help  others  to  be  healthy 
and  to  enjoy  life ;  this  includes  not  causing  pain  to 
any  living  creature. 

ART 

Friends,  or  Foes?— Burton  Barber. 

LITERATURE 

Some  Beady  Helpers.— Sarah  J.  Eddy. 
The  Boys  and  the  Frogs.— JE  sop's  Fables. 

SOME  READY  HELPERS 

We  often  fail  to  understand  some  of  our  best  friends  in 
the  animal  world.  We  know  so  little  about  them  that 
we  think  they  are  useless  and  uninteresting.  Frogs,  and 
especially  toads,  are  often  the  objects  of  unjust  dislike, 
yet  their  lives  are  very  useful  and  full  of  interest. 

The  toad  and  frog  are  somewhat  alike.  Both  come 
from  eggs  laid  in  water,  and  both  begin  life  as  little 
swimming  tadpoles. 

The  young  toad,  when  he  is  a  tadpole,  is  sprinkled  all 
over  with  very  fine  spots,  which  look  like  gold  dust,  while 
the  frog  tadpole  is  dark. 

The  first  few  weeks  of  the  toad's  life  are  spent  in  a 
ditch  or  a  pond.  Here  he  lives  on  water  weeds  and 
dead  leaves.  After  a  while  he  eats  water  insects  and 
small  grubs. 


GRADED  COURSE  OF  STUDY  171 

"While  living  in  the  water  the  little  toad  looks  very 
much  like  a  fish.  He  has  a  large  head  and  a  long  tail. 
He  breathes  through  two  branches,  like  feathers,  which 
are  called  gills.  These  gills  grow  on  each  side  of  his  head. 

The  toad  changes  very  much  before  he  is  ready  to  live 
on  land.  In  the  water  he  has  no  legs,  but  soon  he  has 
four.  His  gills  are  gone  and  he  draws  air  through  his 
throat.  He  is  going  to  begin  a  new  life. 

In  the  spring  the  toads  go  back  to  the  shore  of  the 
pond.  Mrs.  Toad  knows  that  her  eggs  must  be  hatched 
in  the  water,  although  she  prefers  to  live  on  the  land. 

Frogs  must  live  near  the  water,  for  they  will  die  if 
their  skins  are  not  kept  moist  and  cool.  Yet  they  cannot 
live  long  in  the  water,  and  a  drowned  frog  is  no  uncom- 
mon sight.  Kind-hearted  boys  and  girls  should  remem- 
ber this,  and  be  ready  to  lend  a  helping  hand  to  some 
poor  frog  that  finds  the  sides  of  his  swimming  place  too 
steep  for  him  to  climb. 

Young  toads  are  very  sensitive  to  heat,  and  secrete 
themselves  in  cool  places  during  the  day.  A  summer 
shower  will  bring  them  out  by  the  dozens,  so  that  many 
ignorant  people  think  that  the  thirsty  creatures  have 
'  *  rained  down. ' '  Mr.  Toad  carries  under  his  skin  a  great 
many  sacs  full  of  liquid.  This  keeps  him  cool  and  com- 
fortable, no  matter  how  dusty  his  home  may  be.  If  he 
is  frightened  he  can  defend  himself  with  this  liquid, 
which  is  harmless  to  the  hands,  but  probably  bitter  and 
disagreeable  to  the  taste,  since  dogs  and  cats  show  signs 
of  discomfort  after  taking  toads  in  their  mouths.  Care 
should  be  taken  to  wash  one's  hands  after  touching  a 
toad,  as  this  liquid  is  also  very  irritating  to  the  eyes,  and 
might  be  rubbed  into  them. 

The  most  curious  thing  about  a  toad  is  its  tongue. 
This  is  very  long,  and  its  tip  is  turned  backward  into 
the  mouth.  It  can  dart  out  and  snap  up  a  fly  or  a  beetle 
so  quickly  that  it  is  almost  impossible  to  see  the  motion. 

Toads  are  not  only  harmless,  but  they  are  our  very 
good  friends.  If  they  are  not  disturbed  they  will  live  a 
long  time  in  one  place,  and  destroy  many  bugs  and  in- 
sects that  injure  our  gardens. 


172       MORAL  AND  HUMANE  EDUCATION 

It  has  been  estimated  that  every  year  in  this  country 
property  to  the  amount  of  $400,000,000  is  destroyed  by 
insects.  If  this  is  true  all  creatures  which  feed  upon  in- 
sects are  entitled  to  our  care  and  gratitude. 

The  United  States  Department  of  Agriculture  has  pub- 
lished a  paper  on  the  toad.  It  estimates  that  he  saves  to 
the  farmer,  by  eating  the  cutworms  which  destroy  the 
crops,  about  twenty  dollars  every  season. 

Toads  eat  the  common  house-fly,  which  is  such  an  an- 
noyance to  us.  A  toad  has  been  seen  to  snap  up  eighty- 
six  flies  in  less  than  ten  minutes. 

Toads  are  sometimes  kept  for  pets,  and  they  are  not 
lacking  in  intelligence.  Once  a  toad  lived  in  a  garden, 
and  every  day  at  the  dinner  hour  he  came  to  be  fed.  It 
happened  that  the  dinner  hour  was  changed,  and  when 
the  toad  came  there  was  nothing  for  him  to  eat.  Mr. 
Toad  made  up  his  mind  that  he  would  not  lose  his  dinner 
twice.  On  the  second  day  he  came  at  the  new  hour,  and 
after  this  he  was  as  punctual  as  the  rest  of  the  family. 
No  one  could  tell  how  he  knew  that  in  the  future  his  din- 
ner would  be  served  two  hours  earlier. 

The  toad  is  often  the  victim  of  thoughtless  cruelty. 
He  can  do  no  one  any  harm.  He  cannot  even  run  away 
when  he  is  stoned  and  tormented.  The  fun  of  teasing 
him  must  be  like  that  of  beating  a  baby  or  a  helpless  crip- 
ple. No  one  but  a  coward  could  ever  think  it  an  amus- 
ing thing  to  do. 

Perhaps  no  animal  is  so  misunderstood  as  the  bat.  He 
seems  such  a  queer  compound  of  mouse  and  bird,  and 
to  most  of  us  he  is  such  a  stranger,  that  we  do  not  have  a 
friendly  feeling  for  him. 

Of  course  you  know  that  he  is  not  a  bird  at  all.  Birds 
have  feathers  and  the  bat  has  soft,  smooth  fur.  He  is 
absolutely  harmless,  unless  frightened  or  hurt,  and  he  is 
a  very  useful  little  fellow.  He  eats  mosquitoes  and 
house  flies  and  the  insects  that  cause  most  of  the  worm- 
eaten  apples. 

Bats  fly  only  at  night.  They  soon  become  friendly 
with  any  one  who  is  kind  to  them,  and  will  come  to  be 
fed  or  stroked.  One  who  has  studied  them  says  that 


GRADED  COURSE   OF   STUDY  173 

the  good  they  do  is  very  great  and  that  the  value  of  one 
of  the  little  animals  might  easily  amount  to  fifty  dollars 
a  year. 

Are  we  not  unjust  to  any  living  creature  when  we 
shrink  from  it  because  to  us  it  does  not  seem  beautiful  ? 
It  may  well  be  that  our  eyes  are  too  dull  to  see  its  real 
beauty.  But  whether  we  can  see  the  beauty  or  not,  it 
is  only  fair  that  we  should  recognize  the  service  which 
we  are  so  willing  to  accept. 

SARAH  J.  EDDY. 

From  Sarah  J.  Eddy's  Friends  and  Helpers.  By 
permission  of  Ginn  &  Co.,  publishers. 

THE  BOYS  AND  THE  FROGS 

Some  boys,  playing  near  a  pond,  saw  a  number  of 
Frogs  in  the  water  and  began  to  pelt  them  with  stones. 
They  killed  several  of  them  when  one  of  the  Frogs,  lift- 
ing his  head  out  of  the  water,  cried  out,  ' '  Pray  stop,  my 
boys ;  what  is  sport  to  you  is  death  to  us. ' ' 

FABLES. 


FOURTH  GRADE 

NATURE  STUDY 

Nature  and  habits  of  fish.  ' 
Aquarium  study. 

CIVICS 

The  field,  meadow,  woods,  and  pond,  are  re- 
spectively the  homes  of  various  animals.  It  is 
the  nature  of  these  lower  forms  of  animals  to  be 
free  from  pain  and  to  enjoy  life;  we  must  not 
cause  pain  and  suffering  to  them  nor  interfere 
with  their  mode  of  living  in  their  own  homes. 


174        MORAL  AND  HUMANE  EDUCATION 

AET 

Colored  prints  of  forms  of  fish  life. 

LITERATURE 

The    Gladness    of    Nature.— William    Cullen 
Bryant. 

THE  GLADNESS  OF  NATURE 
• 

Is  this  a  time  to  be  cloudy  and  sad, 

When  our  mother  nature  laughs  around; 

When  even  the  deep  blue  heavens  look  glad, 

And  gladness  breathes  from  the  blossoming  ground  ? 

There  are  notes  of  joy  from  the  hangbird  and  wren, 
And  the  gossip  of  swallows  through  all  the  sky ; 

The  ground  squirrel  gayly  chirps  by  his  den, 
And  the  wilding  bee  hums  merrily  by. 

The  clouds  are  at  play  in  the  azure  space, 

And  their  shadows  at  play  on  the  bright  green  vale, 
And  here  they  stretch  to  the  frolic  and  chase, 

And  there  they  roll  on  the  easy  gale. 

There  's  a  dance  of  leaves  in  that  aspen  bower, 
There 's  a  titter  of  winds  in  that  beechen  tree, 

There  's  a  smile  on  the  fruit,  and  a  smile  on  the  flower, 
And  a  laugh  from  the  brook  that  runs  to  the  sea. 

And  look  at  the  broad-faced  sun,  how  he  smiles 
On  the  dewy  earth  that  smiles  in  his  ray, 

On  the  leaping  waters  and  gay  young  isles ; 

Aye,  look,  and  he  '11  smile  thy  gloom  away. 

WILLIAM  CULLEN  BRYANT. 

Reprinted  from  Bryant's  Complete  Poetical  Works  by 
permission  of  D.  Appleton  &  Co. 


GRADED  COURSE  OF   STUDY  175 

FIFTH  GRADE 
NATURE  STUDY 
Nature  and  habits  of  the  spider ;  of  bees. 

CIVICS 

By  a  review  of  First,  Second,  Third,  and  Fourth 
Grade  subjects  for  this  month,  develop  the  idea 
that  lower  forms  of  animal  life  have  their  own 
places  in  nature  to  fulfill ;  that,  though  they  seem 
insignificant  to  us,  it  is  partly  because  we  do  not 
understand  them,  and  partly  because  they  are  so 
different  from  us  in  their  relative  size,  construc- 
tion, and  mode  of  living. 

While  it  is  man's  right  to  promote  his  own  health 
and  to  enjoy  life,  it  is  his  civic  or  social  duty  to 
help  promote  the  health  and  enjoyment  of  life  of 
others  who,  for  different  reasons,  are  unable  to 
help  themselves;  as  the  sick,  blind,  aged,  feeble, 
and  the  dumb  animals  that  live  with  and  serve 
man. 

It  is  also  his  duty  to  refrain  from  interfering 
with  the  lower  forms  of  animal  life  in  their  own 
homes,  and  not  to  cause  pain  to  any  living  creature. 

ART 
Colored  prints  of  the  spider  and  the  bee. 

LITERATURE 

The  Spider's  Lesson.— Jo hn  Brougham. 

To  the  Humblebee.— Ralph  Waldo  Emerson. 


176       MORAL  AND   HUMANE  EDUCATION 

THE  SPIDER'S  LESSON 

Robert,  the  Bruce,  in  his  dungeon  stood, 

Waiting  the  hour  of  doom; 
Behind  him  the  palace  of  Holyrood, 

Before   him — a  nameless   tomb. 
And  the  foam  on  his  lips  was  necked  with  red, 
As  away  to  the  past  his  memory  sped, 
Upcalling  the  day  of  his  past  renown, 
When  he  won  and  he  wore  the  Scottish  crown : 

Yet  come  there  shadow  or  come  there  shine, 

The  spider  is  spinning  his  thread  so  fine. 

"Time  and  again  I  have  fronted  the  tide 

Of  the  tyrant's  vast  array, 
But  only  to  see  on  the  crimson  tide 

My  hopes  swept  far  away; 
Now  a  landless  chief  and  a  crownless  king, 
On  the  broad,  broad  earth  not  a  living  thing 
To  keep  me  court,  save  this  insect  small, 
Striving  to  reach  from  wall  to  wall ' ' : 

For  come  there  shadow  or  come  there  shine, 

The  spider  is  spinning  his  thread  so  fine. 

"Work !  work  like  a  fool,  to  the  certain  loss, 
Like  myself,  of  your  time  and  pain ; 

The  space  is  too  wide  to  be  bridged  across, 
You  but  waste  your  strength  in  vain ! " 

And  Bruce  for  the  moment  forgot  his  grief, 

His  soul  now  filled  with  the  sure  belief 

That,  howsoever  the  issue  went, 

For  evil  or  good  was  the  omen  sent : 

And  come  there  shadow  or  come  there  shine, 
The  spider  is  spinning  his  thread  so  line. 

As  a  gambler  watches  the  turning  card 

On  which  his  all  is  staked, — 
As  a  mother  waits  for  the  hopeful  word 

For  which  her  soul  has  ached, — 
It  was  thus  Bruce  watched,  with  every  sense 
Centered  alone  in  that  look  intense ; 


GRADED   COURSE   OF   STUDY  177 

All  rigid  he  stood,  with  scattered  breath — 
Now  white,  now  red,  but  as  still  as  death : 

Yet  come  there  shadow  or  come  there  shine, 
The  spider  is  spinning  his  thread  so  fine. 

Six  several  times  the  creature  tried, 

When  at  the  seventh,  ' '  See,  see ! 
He  has  spanned  it  over ! ' '  the  captive  cried ; 

* '  Lo !  a  bridge  of  hope  to  me ; 
Thee,  God,  I  thank,  for  this  lesson  here 
Has  tutored  my  soul  to  persevere ! ' ' 
And  it  served  him  well,  for  erelong  he  wore 
In  freedom  the  Scottish  crown  once  more : 

And  come  there  shadow  or  come  there  shine, 

The  spider  is  spinning  his  thread  so  fine. 

JOHN  BROUGHAM. 

From  Firth's  Voices  of  the  Speechless.     By  permis- 
sion of  Houghton  Mifflin  Co.,  publishers. 

TO  THE  BUMBLEBEE 
(An  Extract) 

Burly,  dozing  bumblebee ! 
Where  thou  art  is  clime  for  me ; 
Let  them  sail  for  Porto  Rique, 
Far-off  heats  through  seas  to  seek, 
I  will  follow  thee  alone, 
Thou  animated  torrid  zone ! 
Zigzag  steerer,  desert  cheerer, 
Let  me  chase  thy  waving  lines ; 
Keep  me  nearer,  me  thy  hearer, 
Singing  over  shrubs  and  vines. 

Aught  unsavory  or  unclean 

Hath  my  insect  never  seen; 

But  violets,  and  bilberry  bells, 

Maple  sap,  and  daffodils, 

Grass  with  green  flag  half-mast  high, 

Succory  to  match  the  sky, 


178        MORAL  AND   HUMANE   EDUCATION 

Columbine  with  horn  of  honey, 
Scented  fern,  and  agrimony, 
Clover  catchfly,  adder  's-tongue, 
And  brier-roses,  dwelt  among : 
All  beside  was  unknown  waste, 
All  was  picture  as  he  passed. 
Wiser  far  than  human  seer, 
Yellow-breeched  philosopher, 
Seeing  only  what  is  fair, 
Sipping  only  what  is  sweet, 
Thou  dost  mock  at  fate  and  care, 
Leave  the  chaff  and  take  the  wheat. 
When  the  fierce  northwestern  blast 
Cools  sea  and  land  so  far  and  fast, — 
Thou  already  slumberest  deep ; 
Woe  and  want  thou  canst  outsleep; 
Want  and  woe,  which  torture  us, 
Thy  sleep  makes  ridiculous. 

RALPH  WALDO  EMERSON. 

From  Emerson's  Poems.    By  permission  of  Houghton 
Mifflin  Co.,  publishers. 


SIXTH  GRADE    ... 

NATURE  STUDY 

The  meaning  of  animal  parasites ;  of  pests. 

Distinguish  between  lower  forms  of  animal  life 
which  are  harmless  and  those  which  are  dangerous 
pests. 

Make  two  lists  of  lower  forms  of  life,  one  rep- 
resenting harmless  creatures,  as  bees,  crickets, 
beetles,  etc;  the  other  representing  pests,  as  flies, 
mosquitoes,  fleas,  etc. 

Some  animals  are  of  more  value  than  others ;  in 
order  to  spare  from  discomfort,  disease,  and  suf- 


GRADED  COURSE   OF   STUDY  179 

fering  and  to  promote  the  health  and  enjoyment  of 
life  of  the  more  developed  forms  of  animal  life, 
such  as  man,  horse,  cow,  sheep,  dog,  cat,  and  many 
others,  it  is  necessary  to  destroy  pests  and  para- 
sites. 

How  to  kill  humanely  and  instantly,  if  neces- 
sary. 

civics 

The  difference  between  destroying  and  tortur- 
ing. 

Laws  against  torture. 

ART 
Prints  of  insects  studied. 

LITERATURE 

Humanity.— William  Cowper  (The  Task:  Book 
VI). 

HUMANITY 

(An  Extract) 

I  would  not  enter  on  my  list  of  friends 
( Though  graced  with  polished  manners  and  fine  sense, 
Yet  wanting  sensibility)  the  man 
Who  needlessly  sets  foot  upon  a  worm. 
An  inadvertent  step  may  crush  the  snail 
That  crawls  at  evening  in  the  public  path ; 
But  he  that  has  humanity,  forewarned, 
"Will  tread  aside  and  let  the  reptile  live. 
The  creeping  vermin,  loathsome  to  the  sight, 
And  charged  perhaps  with  venom,  that  intrudes, 
A  visitor  unwelcome,  into  scenes 
Sacred  to  neatness  and  repose,  the  alcove, 
The  chamber,  or  refectory,  may  die ; 
A  necessary  act  incurs  no  blame. 


180        MORAL  AND   HUMANE  EDUCATION 

Not  so,  when  held  within  the  proper  bounds, 
And  guiltless  of  offence,  they  range  the  air, 
Or  take  their  pastime  in  the  spacious  field. 
There  they  are  privileged ;  and  he  who  hunts 
Or  harms  them  there  is  guilty  of  a  wrong, 
Disturbs  the  economy  of  Nature's  realm, 
Who,  when  she  formed,  designed  them  an  abode. 
The  sum  is  this  •  If  man 's  convenience,  health, 
Or  safety  interfere,  his  rights  and  claims 
Are  parmount,  and  must  extinguish  theirs. 
Else  they  are  all — the  meanest  things  that  are — 
As  free  to  live,  and  to  enjoy  that  life, 
As  God  was  free  to  form  them  at  the  first, 
"Who,  in  his  sovereign  wisdom,  made  them  all. 
Ye,  therefore,  who  love  mercy,  teach  your  sons 
To  love  it  too. 

WILLIAM  COWPER,  (The  Task) 


SEVENTH  GRADE 
NATURE  STUDY 

Study  of  the  fly;  the  mosquito. 
The  use  of  the  microscope. 

CIVICS 

What  doctors  and  boards  of  health  are  doing  to 
exterminate,  and  counteract  evil  of,  fly  and  mos- 
quito. 

Civic  sanitation. 

ART 

Prints  of  magnified  insects  studied. 
Prints  of  microscopic  studies. 

LITERATURE 

Each  and  All.— Ralph  Waldo  Emerson. 


GRADED   COURSE   OF   STUDY  181 

EACH  AND  ALL 

(An  Extract) 

Little  thinks,  in  the  field,  yon  red-cloaked  clown, 

Of  thee  from  the  hill-top  looking  down; 

The  heifer  that  lows  in  the  upland  farm, 

Far-heard,  lows  not  thine  ear  to  charm ; 

The  sexton,  tolling  his  bell  at  noon, 

Deems  not  that  great  Napoleon 

Stops  his  horse,  and  lists  with  delight, 

Whilst  his  files  sweep  round  yon  Alpine  height; 

Nor  knowest  thou  what  argument 

Thy  life  to  thy  neighbor's  creed  has  lent. 

All  are  needed  by  each  one ; 

Nothing  is  fair  or  good  alone. 

I  thought  the  sparrow 's  note  from  heaven, 

Singing  at  dawn  on  the  alder  bough ; 

I  brought  him  home,  in  his  nest,  at  even ; 

He  sings  the  song,  but  it  pleases  not  now ; 

For  I  did  not  bring  home  the  river  and  sky ; — 

He  sang  to  my  ear, — they  sang  to  my  eye. 

The  delicate  shells  lay  on  the  shore ; 

The  bubbles  of  the  latest  wave 

Fresh  pearls  to  their  enamel  gave ; 

And  the  bellowing  of  the  savage  sea 

Greeted  their  safe  escape  to  me. 

I  wiped  away  the  weeds  and  foam, 

I  fetched  my  sea-born  treasures  home ; 

But  the  poor,  unsightly,  noisome  things 

Had  left  their  beauty  on  the  shore, 

With  the  sun  and  the  sand  and  the  wild  uproar. 

Then  I  said,  "I  covet  truth ; 

Beauty  is  unripe  childhood 's  cheat ; 

I  leave  it  behind  with  the  games  of  youth. ' ' — 

As  I  spoke,  beneath  my  feet 

The  ground-pine  curled  its  pretty  wreath, 

Running  over  the  club-moss  burrs ; 

I  inhaled  the  violet's  breath; 

Around  me  stood  the  oaks  and  firs ; 

Pine-cones  and  acorns  lay  on  the  ground ; 


182        MORAL   AND   HUMANE  EDUCATION 

Over  me  soared  the  eternal  sky, 

Full  of  light  and  of  deity ; 

Again  I  saw,  again  I  heard, 

The  rolling  river,  the  morning  bird; — 

Beauty  through  my  senses  stole ; 

I  yielded  myself  to  the  perfect  whole. 

RALPH  WALDO  EMERSON. 

Prom.  Emerson 's  Poems.    By  permission  of  Houghton 
Mifflin  Co.,  publishers. 


EIGHTH  GRADE 
NATURE  STUDY 

Primary  evolution ;  explain  the  theory  that  life 
is  a  growth  from  the  lowest  and  simplest  stage  of 
development  to  the  highest  and  most  complex. 

Show  that  animal  life  in  its  various  forms  de- 
velops by  adapting  each  its  special  form  to  its  spe- 
cial environment,  and  illustrate  by  different  or- 
ders of  life,— insects,  fish,  birds,  higher  animal 
life,  etc. 

CIVICS 

Man's  duty  in  morals  and  laws  is  first  to  the 
higher  forms  of  evolution. 

Destroying  is  not  torturing. 

Laws  against  torture  and  cruel  methods  of  kill- 
ing. 

ART 

Prints  of  microscopic  studies. 


GRADED  COURSE  OF   STUDY  183 

LITERATURE 

Biography  of  Darwin. 

See,  Through  This  Air.— Aleaoonder  Pope. 

SEE,  THROUGH  THIS  AIR 

(An  Extract) 

See,  through  this  air,  this  ocean,  and  this  earth, 
All  matter  quick,  and  bursting  into  birth. 
Above,  how  high  progressive  life  may  go! 
Around,  how  wide !  how  deep  extend  below ! 
Vast  chain  of  being !  which  from  God  began, 
Natures  ethereal,  human,  angel,  man, 
Beast,  bird,  fish,  insect,  which  no  eye  can  see, 
No  glass  can  reach ;  from  infinite  to  thee ; 
From  thee  to  nothing.     ***** 
From  Nature's  chain  whatever  link  you  strike, 
Tenth,  or  ten  thousandth,  breaks  the  chain  alike. 
All  are  but  parts  of  one  stupendous  whole, 
Whose  body  Nature  is,  and  God  the  soul. 

ALEXANDER  POPE.     (Essay  on  Man). 


JUNE 

KELATION  OF  HEAT  TO  ANIMAL  LIFE- 
VACATION  TIME  AND  BEST 

THEME 

When  breezes  are  soft  and  skies  are  fair, 
I  steal  an  hour  from  study  and  care, 
And  hie  me  away  to  the  woodland  scene, 
Where  wanders  the  stream  with  waters  of  green. 

Oh,  loveliest  there  the  spring  days  come, 
With  blossoms  and  birds  and  wild  bees'  hum ; 
The  flowers  of  summer  are  fairest  there, 
And  freshest  the  breath  of  the  summer  air. 

WILLIAM  CULLEN  BRYANT. 


FIRST  GRADE 
NATURE  STUDY 

Observation  of  length  of  day  and  night  in  June. 

Observation  of  weather. 

Talk  on  pet  cat  and  dog  and  caged  bird. 

CIVICS 

Vacation  time  for  school  children. 
Placing  water  for  pets  in  summer  time. 

ART 
The  Cat  Family.— Adam. 

184 


GRADED   COURSE   OF   STUDY  185 

LITERATURE 

Song:  Out  in  the  Country  (Song  and  Exercise 
Book). 
Memorize : 

Sing,  sing,  lily-bells  ring ! 
The  blossoms  are  coming  to  town, 
Daisies  and  lilies  and  daffydowndillies, 
Each  in  a  sweet,  new  gown. 

UNKNOWN. 

Poem:  The  Little  Land.— Robert  Louis  Steven- 
son. 

THE  LITTLE  LAND 

(An  Extract) 

In  that  forest  to  and  fro, 

I  can  wander,  I  can  go ; 

See  the  spider  and  the  fly, 

And  the  ants  go  marching  by, 

Carrying  parcels  with  their  feet, 

Down  the  green  and  grassy  street. 

I  can  in  the  sorrel  sit, 

Where  the  lady-bird  a-lit. 

I  can  climb  the  jointed  grass, 

And  on  high, 
See  the  greater  swallows  pass 

In  the  sky; 

And  the  round  sun  rolling  by, 
Heeding  no  such  things  as  I. 

EGBERT  Louis  STEVENSON. 

From  A  Child's  Garden  of  Verse,  published  by  Charles 
Scribner's  Sons. 


186        MORAL  AND  HUMANE  EDUCATION 
SECOND  GRADE 

NATURE  STUDY 

Observation  of  sunset  in  June ;  increase  in  the 
length  of  day  over  night;  how  heat  effects  men 
and  animals  in  their  work. 

Care  of  pet  cat  and  dog  and  caged  birds. 

CIVICS 

Why  schools  have  vacation;   rest  after  labor. 

ART 
The  Pet  Bird.— M eyer  von  Bremen. 

LITERATURE 

Cat  Questions.— Lucy  Larcom. 

CAT  QUESTIONS 

Dozing  and  dozing  and  dozing! 

Pleasant  enough. 
Dreaming  of  sweet  cream  and  mouse  meat, — 

Delicate  stuff ! 

Waked  by  a  somerset,  whirling 

From  cushion  to  floor; 
Waked  to  a  wild  rush  for  safety 

From  window  to  door. 

Waking  to  hands  that  first  smooth  us, 

And  then  pull  our  tails ; 
Punished  with  slaps  when  we  show  them 

The  length  of  our  nails ! 

These  big  mortal  tyrants  even  grudge  us 

A  place  on  the  mat. 
Do  they  think  we  enjoy  for  our  music 

Staccatoes  of  "scat"? 


GRADED   COURSE   OF   STUDY  187 

To  be  treated,  now,  just  as  you  treat  us, — 

The  question  is  pat, — 
To  take  just  our  chances  in  living, 

"Would  you  be  a  cat  ? 

LUCY  LARCOM. 

By  permission  of  Houghton  Mifflin  Co.,  publishers. 


THIBD  GRADE 
NATURE  STUDY 

Position  of  sun  in  June ;  its  effect  on  length  of 
day  and  night ;  on  weather. 

Effect  of  heat  on  domestic  animals,— perspiring, 
drinking,  amount  of  labor. 

CIVICS 

Alternate  rest  and  labor  for  all  necessary. 

Vacation  time  for  all  that  labor  natural  and 
necessary ;  illustrate  by  vacation  time  in  labor,  in 
business,  in  schools. 

Animals  that  serve  need  vacation. 

ART 

•  A  Distinguished  Member  of  the  Humane  Soci- 
ety.— Lands  eer. 

The  Children's  Friend.— A.  Eberle. 

LITERATURE 

Memorize : 

Teach  me,  Father,  how  to  be 
Kind  and  patient  as  a  tree. 
Joyfully  the  crickets  croon, 
Under  shady  nook  at  noon, 


188        MORAL  AND   HUMANE  EDUCATION 

Beetle  on  his  mission  bent 
Tarries  in  that  cooling  tent. 
Let  me,  also,  cheer  a  spot 
Hidden  field  or  garden  grot; 
Place  where  passing  souls  can  rest, 
On  their  way  and  be  their  best. 

EDWIN  MARKHAM. 

Prom  Markham's  Poems,  San  Francisco  Examiner, 
publisher.  ..£.• 

!      '        f 

FOURTH  GRADE    -        .,    * 
NATURE  STUDY  +  '. 

.-> 

Long  days  and  short  nights. 

Effect  of  heat  on  the  amount  of  human  -and  ani- 
mal labor  possible. 

How  people,  horses,  dogs,  and  cats,  respectively, 
perspire. 

responsibility  of  owners  as  to  care  of  pets  left 
behind  in  vacation  time. 

CIVICS 

Carrying  humane  education  with  one  into  the 
farm  and  country  life  in  vacation  time ;  what  chil- 
dren must  do  and  must  refrain  from  doing  to 
the  animal  inhabitants  of  meadow,  field,  wood, 
and  water. 

ART 

Three  Members  of  A  Temperance  Society.— 
Herring. 

LITERATURE 

The  Barefoot  Boy.— John  Greenleaf  Whittier. 


GRADED   COURSE   OF   STUDY  189 

THE  BAREFOOT  BOY 

(An  Extract) 

0  for  boyhood 's  painless  play, 
Sleep  that  wakes  in  laughing  day, 
Health  that  mocks  the  doctor's  rules, 
Knowledge  never  learned  of  schools, 
Of  the  wild  bee's  morning  chase, 
Of  the  wild-flower's  time  and  place, 
Flight  of  fowl  and  habitude 
Of  the  tenants  of  the  wood; 
How  the  tortoise  bears  his  shell, 
How  the  woodchuck  digs  his  cell, 
And  the  ground-mole  sinks  his  well; 
How  the  robin  feeds  her  young, 
How  the  oriole 's  nest  is  hung ; 
Where  the  whitest  lilies  blow, 
Where  the  freshest  berries  grow, 
Where  the  ground-nut  trails  its  vine, 
Where  the  wood-grape's  clusters  shine; 
Of  the  black  wasp 's  cunning  way, 
Mason  of  his  walls  of  clay, 
And  the  architectural  plans 
Of  gray  hornet  artisans ! — 
For,  eschewing  books  and  tasks, 
Nature  answers  all  he  asks; 
Hand  in  hand  with  her  he  walks, 
Face  to  face  with  her  he  talks, 
Part  and  parcel  of  her  joy, — 
Blessings  on  the  barefoot  boy ! 

0  for  boyhood 's  time  of  June, 
Crowding  years  in  one  brief  moon, 
When  all  things  I  heard  or  saw, 
Me,  their  master,  waited  for. 

1  was  rich  in  flowers  and  trees, 
Humming-birds  and  honey-bees ; 
For  my  sport  the  squirrel  played, 
Plied  the  snouted  mole  his  spade ; 
For  my  taste  the  blackberry  cone 
Purpled  over  hedge  and  stone; 


190        MORAL  AND  HUMANE  EDUCATION 

Laughed  the  brook  for  my  delight 
Through  the  day  and  through  the  night, 
Whispering  at  the  garden  wall, 
Talked  with  me  from  fall  to  fall ; 
Mine  the  sand-rimmed  pickerel  pond, 
Mine  the  walnut  slopes  beyond, 
Mine,  on  bending  orchard  trees, 
Apples  of  Hesperides! 
Still  as  my  horizon  grew, 
Larger  grew  my  riches  too ; 
All  the  world  I  saw  or  knew 
Seemed  a  complex  Chinese  toy, 
Fashioned  for  a  barefoot  boy! 

JOHN  GBEENLEAF  WHITTIEB. 

Published  by  permission  of  Houghton  Mifflin  Co.,  pub- 
lishers. 

FIFTH  GRADE 

NATURE  STUDY 

Care  of  horses  in  hot  weather,— kind  of  food, 
when  and  how  often  to  water,  lightening  of  loads, 
lessening  of  continuous  labor,  properly  adjusted 
harness,  sponges  on  head  and  other  devices  for 
warding  off  heat,  sponging  off  bodies,  care  of  feet, 
protection  from  pests  (flies,  etc.). 

Treatment  of  dogs  to  prevent  hydrophobia. 

CIVICS 

Public  drinking  fbuntains  for  man  and  beast  in 
the  city. 

Public  and  private  rest  havens  and  pasturage 
for  horses  and  other  animals  that  labor. 

Eefuges  for  stray  animals. 

The  dog  pound,— is  it  humanely  conducted? 


GRADED   COURSE   OF   STUDY  191 

ART 

At   the  Watering   Trough.— Dagman   Bouvret. 

LITERATURE 

OUT  IN  THE  FIELDS 

The  little  cares  that  fretted  me, — 

I  lost  them  yesterday 
Among  the  fields  above  the  sea, 

Among  the  winds  at  play, 
Among  the  lowing  of  the  herds, 

The  rustling  of  the  trees, 
Among  the  singing  of  the  birds, 

The  humming  of  the  bees. 

The  foolish  fears  of  what  might  happen,— 

I  cast  them  all  away 
Among  the  clover  scented  grass, 

Among  the  new-mown  hay, 
Among  the  husking  of  the  corn, 

Where  drowsy  poppies  nod, 
Where  ill  thoughts  die  and  good  are  born — 

Out  in  the  fields  with  God. 

ELIZABETH  BARRETT  BROWNING. 

SIXTH  GRADE 

The  physiology  of  docking;  how  it  affects  the 
horse;  deprivation  of  nature's  defense  against 
flies,  etc. 

CIVICS 

Laws  against  docking. 

Better  and  more  effective  legislation  needed. 
(The  Colorado  state  law  forbids  the  importation 


192       MORAL  AND   HUMANE   EDUCATION 

of  docked  horses  and  requires  a  registration  of 
every  docked  horse  already  in  the  state,  besides 
imposing  a  heavy  penalty  for  docking). 

ART 
A  KafoyL—Schreyer. 

LITERATURE 

Knee  Deep  in  June.— James  Whit  comb  Riley. 
Memorize : 

There  is  a  singing  in  the  summer  air, 
The  blue  and  brown  moths  flutter  o  'er  the  grass,       . 
The  stubble  bird  is  creaking  in  the  wheat; 
And  perched  upon  the  honey-suckle  hedge, 
Pipes  the  green  linnet.  Oh !  the  golden  world, — 
The  star  of  life  on  every  blade  of  grass, 
The  motion  and  joy  on  every  bough, 
The  glad  feast  everywhere  for  things  that  love 
The  sunshine,  and  for  things  that  love  the  shade. 

ROBERT  BUCHANAN. 

From  The  Summer  Pool. 

The  Summer  Pool  can  be  found  in  Stedman's  Collec- 
tion, published  by  Houghton  Mifflin  Co. 

SEVENTH  GRADE 

NATURE  STUDY 
Summer  solstice. 

Emergency  relief  for  man  and  laboring  animals 
in  hot  weather. 

CIVICS 

Civic  corps  for  emergency  relief,— purpose,  or- 
ganization, finances,  work,  location,  how  to  call 
for  emergency  relief. 


GRADED   COURSE   OF   STUDY  193 

Emergency  hospital. 

Ambulance  service  for  suffering  animals. 

ART 
Aurora.— Reni. 

LITERATURE 

The  Days  Gone  By.— James  Whitcomb  Eiley. 

THE  DAYS  GONE  BY 

0  the  days  gone  by !  O  the  days  gone  by ! 

The  apples  in  the  orchard,  and  the  pathway  through 

the  rye ; 

The  chirrup  of  the  robin,  and  the  whistle  of  the  quail 
As  he  piped  across  the  meadows  sweet  as  any  nightingale ; 
When  the  bloom  was  on  the  clover,  and  the  blue  was  in 

the  sky, 
And  my  happy  heart  brimmed  over,  in  the  days  gone  by. 

In  the  days  gone  by,  when  my  naked  feet  were  tripped 
By  the  honeysuckle  tangles  where  the  water-lilies  dipped, 
And  the  ripples  of  the  river  lipped  the  moss  along  the 

brink 
Where  the  placid-eyed  and  lazy-footed  cattle  come  to 

drink, 

And  the  tilting  snipe  stood  fearless  of  the  truant's  way- 
ward cry 
And  the  splashing  of  the  swimmer,  in  the  days  gone  by. 

0  the  days  gone  by !  0  the  days  gone  by ! 
The  music  of  the  laughing  lip,  the  lustre  of  the  eye ; 
The  childish  faith  in  fairies,  and  Aladdin's  magic  ring — 
The  simple,  soul-reposing,  glad  belief  in  everything, — 
When  life  was  like  a  story,  holding  neither  sob  nor  sigh, 
In  the  golden  olden  glory  of  the  days  gone  by. 

JAMES  WHITCOMB  EILEY. 

From  Rhymes  of  Childhood.  Copyright,  1900.  By 
special  permission  of  the  publishers,  The  Bobbs-Mer- 
rill  Co. 


194        MORAL  AND  HUMANE  EDUCATION 

EIGHTH  GRADE 
NATURE  STUDF 

The  heavens  in  summer  time. 
Hydrophobia ;  what  it  is,  causes ;  cases  that  look 
like  hydrophobia ;  how  to  prevent  it. 
Proper  muzzling. 

CIVICS 

Fountains  for  man  and  beast,  on  the  public 
highways,— how  they  are  provided  for,  how  they 
should  be  provided  for. 

American  National  Red  Cross  Society,— pur- 
pose, organization,  finances,  work,  and  occasions 
when  called  into  service ;  location  of  national  and 
state  headquarters. 

ART 
Aurora.— Reni. 

LITERATURE 

June.— James  Russell  Lowell. 

JUNE 

(An  Extract) 

'T  is  heaven  alone  that  is  given  away, 
'T  is  only  God  may  be  had  for  the  asking ; 
There  is  no  price  set  on  the  lavish  summer, 
And  June  may  be  had  by  the  poorest  comer. 

And  what  is  so  rare  as  a  day  in  June  ? 

Then,  if  ever,  come  perfect  days ; 
Then  heaven  tries  the  earth  if  it  be  in  tune, 

And  over  it  softly  her  warm  ear  lays : 


GRADED  COURSE   OF   STUDY  195 

Whether  we  look,  or  whether  we  listen, 
We  hear  life  murmur,  or  see  it  glisten ; 
Every  clod  feels  a  stir  of  might, 

An  instinct  within  it  that  reaches  and  towers 
And,  groping  blindly  above  it  for  light, 

Climbs  to  a  soul  in  grass  and  flowers ; 
The  flush  of  life  may  well  be  seen 

Thrilling  back  over  hills  and  valleys, 
The  cowslip  startles  in  meadows  green, 

The  buttercup  catches  the  sun  in  its  chalice, 
And  there  's  never  a  leaf  or  a  blade  too  mean 

To  be  some  happy  creature's  palace; 
The  little  bird  sits  at  his  door  in  the  sun, 

Atilt  like  a  blossom  among  the  leaves, 
And  lets  his  illumined  being  o  'errun 

With  the  deluge  of  summer  it  receives ; 
His  mate  feels  the  eggs  beneath  her  wings, 
And  the  heart  in  her  dumb  breast  flutters  and  sings ; 
He  sings  to  the  wide  world,  and  she  to  her  nest, — 
In  the  nice  ear  of  Nature,  which  song  is  the  best  ? 

JAMES  RUSSELL  LOWELL. 

From  Lowell's  Poems,  from  The  Vision  of  Sir  Launfal. 
By  permission  of  Houghton  Mifflin  Co.,  publishers. 


A  CLASSIFIED  LIST  OF  THE 
MORE  COMMON  BIRDS 

(The   seasons   mentioned   apply  to   the   middle- 
north  section  of  the  United  States.) 

ORDER  I.  DIVING  BIRDS  (Pygopodes) 

1.  Family  of  Grebes. 

2.  Family  of  Loons. 

ORDER  II.  LONG- WINGED  SWIMMERS  (Longipennes) 

1.  Family  of  Gulls  and  Terns,  including: 

Herring  Gull,  or  Sea  Gull  (winter  resident). 
King-billed  Gull  (winter  resident). 
Bonaparte's  Gull,  or  Sea  Pigeon  (spring 

and  fall  migrant). 
Common  Tern,  or  Wilson's  Tern  (spring 

and  fall  migrant). 
Black  Tern,  or  Short-tailed  Tern  (summer 

resident). 

ORDER  III.    TOTIPAL.MATE  SWIMMERS 
(Steganopodes) 

1.  Family  of  Cormorants. 

2.  Family  of  Pelicans. 


196 


A  LIST   OF  THE   MORE  COMMON   BIRDS      197 

ORDER  IV.    LAMELLIROSTRAL,  SWIMMERS  (Anseres) 
1.  Family  of  Ducks,  Geese,  and  Swans,  includ- 
ing: 

Mallard,   or  Green-head   (spring  and  fall 

migrant). 
Black  Duck,  or  Black  Mallard  (spring  and 

fall  migrant). 
Green-winged  Teal,  or  Winter  Teal  (spring 

and  fall  migrant). 

Blue-winged  Teal,  or  Summer  Teal  (sum- 
mer resident). 
Shoveler,  or   Spoon-bill    (spring  and  fall 

migrant). 
Pin-tail,  or  Water  Pheasant   (spring  and 

fall  migrant). 
Wood  Duck,  or  Summer  Duck  (spring  and 

fall  migrant). 

Eed-head  (spring  and  fall  migrant). 
Lesser  Scaup  Duck,  or  River  Duck  (spring 

and  fall  migrant). 
Eing-necked  Duck,  or  Eing-bill  (spring  and 

fall  migrant). 
American  Golden  Eye,  or  Whistler  (winter 

resident). 
Old  Squaw,  or  Long-tailed  Duck  (winter 

resident). 
Lesser  Snow  Goose,  or  White  Brant  (spring 

and  fall  migrant). 
Greater   Snow  Goose,   or  Mexican  Goose 

(spring  and  fall  migrant). 


198        MORAL  AND   HUMANE  EDUCATION 

Blue  Goose  (spring  and  fall  migrant). 
American  White-fronted  Goose,  or  Brant 

(spring  and  fall  migrant). 
Canada   Goose,   or   Common  Wild   Goose 

(spring  and  fall  migrant). 
Whistling  Swan,  or  American  Swan  (spring 

and  fall  migrant). 

ORDER  V.  HERONS,   STORKS,  IBISES   (Herodiones) 

1.  Family  of  Herons  and  Bitterns,  including : 
American  Bittern  (summer  resident). 
Least  Bittern  (summer  resident). 
American  Egret,  or   Great  White  Heron 
(summer  resident). 

ORDER  VI.  CRANES,  RAILS,  ETC.  (Paludicolae) 

1.  Family  of  Cranes. 

2.  Family  of  Rails,  Gallinules,  and  Coots,  in- 
cluding : 

King  Rail,  or  Red-breasted  Rail  (summer 
resident). 

Virginia  Rail,  or  Reed  Bird  (summer  resi- 
dent). 

Sora,  or  Carolina  Rail  (summer  resident). 

Yellow  Rail,  or  Little  Rail  (summer  resi- 
dent). 

Florida  Gallinule,  or  American  Gallinule  or 
Mud-Hen  (summer  resident). 

American  Coot,  or  Mud-Hen  ( summer  resi- 
dent). 


A  LIST  OF  THE  MORE  COMMON  BIRDS      199 

ORDER  VII.    SHORE  BIRDS   (Limicolae) 

1.  Family  of  Phalaropes,  including : 

Wilson's  Phalarope  (summer  resident). 

2.  Family  of  Snipes  and  Sandpipers,  including : 

Wilson's  Snipe,  or  American  Snipe  (spring 

and  fall  migrant). 
Pectoral  Sandpiper,  or  Jack  Snipe  (spring 

and  fall  migrant). 
Least  Sandpiper,  or  Sand  Snipe    (spring 

and  fall  migrant). 
Eed-backed     Sandpiper,     or     Red-backed 

Snipe  (spring  and  fall  migrant). 
Semi-palmated  Sandpiper,  or  Peep  (spring 

and  fall  migrant). 
Sanderling,   or  White  Snipe    (spring  and 

fall  migrant). 
Greater  Yellow-legs,  or  Stone  Snipe  (spring 

and  fall  migrant). 
Yellow-legs,  or  Little  Yellow-legs  (spring 

and  fall  migrant). 
Solitary  Sandpiper,  or  Peet-Weet  (spring 

and  fall  migrant). 
Bartramian    Sandpiper,    or    Field    Plover 

(summer  resident). 

Spotted  Sandpiper,  or  Sand  Snipe  (sum- 
mer resident). 

3.  Family  of  Plovers,  including: 

American  Golden  Plover,  or  Green  Plover 

(spring  and  fall  migrant). 
Killdeer,  or  Kill-Dee  (summer  resident). 


200        MORAL  AND   HUMANE  EDUCATION 

Semi-palmated      Plover,      or      Ring-Neck 
(spring  and  fall  migrant). 

ORDER  VIII.    GALLINACEOUS  BIRDS  (Gallinae) 

1.  Family  of  Grouse,  Partridges,  etc.,  including: 

Bob-White,  or   Quail    (summer   resident). 

(Being  exterminated.) 
Prairie  Hen,  or  Prairie  Chicken  (summer 

resident.)     (Being  exterminated.) 

2.  Family  of  Pheasants  and  Wild  Turkeys,  in- 
cluding : 

Wild  Turkey  (summer  resident).     (Being 
exterminated.) 

ORDER  IX.    PIGEONS  (Columbae) 
1.  Family  of  Pigeons,  including: 

Passenger  Pigeon,  or  Wild  Pigeon  (perma- 
nent resident). 
[Mourning  Dove  (summer  resident). 

ORDER  X.    BIRDS  OF  PREY  (Raptor es) 

1.  Family  of  American  Vultures,  including: 

Turkey  Vulture,  or  Buzzard  (summer  resi- 
dent). 

2.  Family  of  Kites,  Hawks,  Eagles,  etc.,  includ- 

ing: 

Marsh  Hawk  (spring  and  fall  migrant). 

Sharp-shinned  Hawk,  or  Little  Swift  Hawk 

(spring  and  fall  migrant). 
Cooper's  Hawk,  or  Chicken  Hawk  (summer 

resident). 


A  LIST  OF  THE   MORE  COMMON   BIRDS     201 

Red-t ailed  Hawk,  or  Chicken  Hawk  (per- 
manent resident). 

Red-shouldered  Hawk,  or  Hen  Hawk  (per- 
manent resident). 

Bald  Eagle,  or  Old  Abe  (rare,  permanent 
resident,  and  fall  migrant). 

American  Sparrow  Hawk    (summer  resi- 
dent). 

3.  Family  of  Horned  Owls,  Screech  Owls,  etc., 
including : 

Short-eared  Owl  (summer  resident). 

Screech  Owl  (permanent  resident). 

ORDER  XI.    PARROTS  AND  PAROQUETS   (Psittaci) 

ORDER  XII.  CUCKOOS  AND  KINGFISHERS  (Coccyges) 

1.  Family  of  Cuckoos,  including: 

Yellow-billed  Cuckoo  (summer  resident). 
Black-billed  Cuckoo  (summer  resident). 

2.  Family  of  Kingfishers,  including: 

Belted  Kingfisher,  or  Kingfisher  (summer 
resident). 

ORDER  XIII.    WOODPECKERS  (Pici) 
1.  Family  of  Woodpeckers,  including : 

Hairy  Woodpecker,  or  Big  Sapsucker  (per- 
manent resident). 
Downy  Woodpecker,  or    Little  Sapsucker 

(spring  and  fall  migrant). 
Yellow-bellied  Sapsucker  (spring  and  fall 
migrant). 


202        MORAL  AND  HUMANE  EDUCATION 

Bed-headed  Woodpecker  (summer  resi- 
dent). 

Northern  Flicker,  or  Yellow  Hammer  (per- 
manent resident). 

ORDER  XIV.    GOATSUCKERS,  SWIFTS,  ETC. 
(Macrochires) 

1.  Family  of  Goatsuckers,  including: 

Whippoorwill  (summer  resident). 
Night  Hawk,  or  Bull  Bat  (summer  resident 
and  fall  migrant). 

2.  Family  of  Swifts,  including: 

Chimney  Swift,  or  Chimney  Swallow  (sum- 
mer resident). 

3.  Family  of  Humming  Birds,  including: 

Ruby-throated  Humming  Bird  (summer 
resident). 

ORDER  XV.    PERCHING  BIRDS  (Passeres) 

1.  Family  of  Tyrant  Fly-catchers,  including: 

Kingbird  (summer  resident). 
Phoebe  (summer  resident). 
Wood  Pewee  (summer  resident). 

2.  Family  of  Larks,  including: 

Prairie  Horned  Lark  (permanent  resident). 

3.  Family  of  Crows  and  Jays,  including : 

Blue  Jay  (permanent  resident). 
American  Crow  (permanent  resident). 

4.  Family  of  Blackbirds  and  Orioles,  including : 

Bobolink  (summer  resident). 
Cowbird  (summer  resident). 


A  LIST  OF  THE  MORE  COMMON   BIRDS     203 

Yellow-headed    Blackbird    (summer    resi- 
dent). 

Bed-winged  Blackbird  (summer  resident). 

Meadowlark  (summer  resident). 

Baltimore  Oriole  (summer  resident). 

Eusty  Blackbird  (spring  and  fall  migrant). 

Bronzed  Grackle  (summer  resident). 
5.  Family  of  Grosbeaks,   Finches,    and   Spar- 
rows, including: 

Redpoll  (winter  resident). 

American  Goldfinch  (permanent  resident). 

Lapland    Longspur,    or    Brown  Snowbird 
(winter  resident). 

Savanna  Sparrow  (summer  resident). 

Vesper  Sparrow  (summer  resident). 

Grasshopper  Sparrow  (summer  resident). 

White-crowned  Sparrow  (spring  and  fall 
migrant). 

White-throated  Sparrow  (spring  and  fall 
migrant). 

Tree  Sparrow  (winter  resident). 

Chipping  Sparrow  (summer  resident). 

Field  Sparrow,  or  Field  Chippy  (summer 
resident) . 

Slate-colored  Junco,  or  Snowbird  (spring 
and  fall  migrant). 

Song  Sparrow  (summer  resident). 

Swamp  Sparrow  (summer  resident). 

Fox  Sparrow  (spring  and  fall  migrant). 

Towhee  (summer  resident). 

Eose-breasted Grosbeak  (summer  resident). 


204        MORAL  AND   HUMANE  EDUCATION 

Indigo  Bunting  (summer  resident). 
Dickcissel,      or     Black-throated     Bunting 

(summer  resident). 
English  Sparrow  (permanent  resident). 

6.  Family  of  Tanagers,  including : 

Scarlet  Tanager  (summer  resident). 

7.  Family  of  Swallows,  including: 

Purple  Martin  (summer  resident). 
Cliff  Swallow  (summer  resident). 
American    Barn    Swallow    (summer    resi- 
dent). 
Bank  Swallow  (summer  resident). 

8.  Family  of  Waxwings,  including: 

Cedar  Waxwing  (summer  resident). 

9.  Family  of  Shrikes,  including: 

Northern  Shrike  (winter  resident). 
Loggerhead  Shrike  (summer  resident). 

10.  Family  of  Vireos,  including: 

Bed-eyed  Vireo  (summer  resident). 

11.  Family  of  Wood  Warblers,  including: 

Black  and  White  Warbler  (spring  and  fall 
migrant). 

Tennessee  Warbler  (spring  and  fall  mi- 
grant). 

Western  Parula  Warbler  (spring  and  fall 
migrant). 

Yellow  Warbler  (summer  resident). 

Black- throated  Blue  Warbler  (spring  and 
fall  migrant). 

Myrtle  Warbler  (spring  and  fall  migrant). 

Magnolia  Warbler  (spring  and  fall  mi- 
grant). 


A   LIST   OF   THE   MORE  COMMON   BIRDS     205 

Chestnut-sided  Warbler  (spring  and  fall 
migrant). 

Bay-breasted  Warbler  (spring  and  fall  mi- 
grant). 

Black-poll  Warbler  (spring  and  fall  mi- 
grant). 

Blackburnian  Warbler  (spring  and  fall  mi- 
grant) . 

Black- throated  Green  Warbler  (spring  and 
fall  migrant). 

Palm  Warbler  (spring  and  fall  migrant). 

Ovenbird  (spring  and  fall  migrant). 

Grinnell's  Water  Thrush  (spring  and  fall 
migrant). 

Northern  Yellow-throat  (summer  resident). 

American  Kedstart  (summer  resident). 

12.  Family  of  Wagtails  and  Pipits,  including : 
American  Pipit  (spring  and  fall  migrant). 

13.  Family  of  Thrashers,  including: 

Catbird  (summer  resident). 
Brown  Thrasher  (summer  resident). 

14.  Family  of  Wrens,  including : 

Winter  Wren  (spring  and  fall  migrant). 
Long-billed    Marsh   Wren    (summer   resi- 
dent). 

15.  Family  of  Creepers,  including: 

Brown  Creeper  (spring  and  fall  migrant). 

16.  Family  of  Nuthatches,  including: 

White-breasted  Nuthatch  (permanent  resi- 
dent and  spring  and  fall  migrant). 

17.  Family  of  Titmice  and  Chickadees,  includ- 

ing: 


206        MORAL  AND  HUMANE  EDUCATION 

Chickadee  (permanent  resident  and  spring 
and  fall  migrant). 

18.  Family  of  Warblers,    Kinglets  and  Gnat- 

catchers,  including: 

Golden-crowned  Kinglet  (spring  and  fall 
migrant). 

Kuby-crowned  Kinglet  (spring  and  fail  mi- 
grant). 

19.  Family  of  Thrushes,  Bluebirds,  and  Robins, 

including : 

Wood  Thrush  (summer  resident). 

Grey-checked  Thrush  (spring  and  fall  mi- 
grant). 

Olive-backed  Thrush  (spring  and  fall  mi- 
grant). 

Hermit  Thrush  (spring  and  fall  migrant). 

American  Robin,  or  Robin  Redfcreast  (sum- 
mer resident) . 

Bluebird  (summer  resident). 


GRADED  LIST  OF  TOPICS  FOR 
WRITTEN  WORK  IN  HU- 
MANE EDUCATION 

FOE  ALL  GRADES  (EXCEPT  THE  FIRST) 
ANNUALLY 

Bird  Day. 

Local  Game  and  Bird  Laws. 

"What  I  Can  Do  for  Our  Anti-Cruelty  Society. 

Proper  and  Improper  Harness  for  Horse  and 
Mule. 

The  Shoeing  of  a  Horse  and  Mule. 

Local  Laws  and  Institutions  for  Prevention  of 
Cruelty. 

PRIMARY  GRADES 
FIRST,  SECOND,  AND  THIRD 

Katydid's  Trip  to  Sleepy  Land. 
Story  of  Fuzzy  Wuzzy  's  Winter  Time. 
Bunny,  Bossy,  and  Petz— The  Happy  Family. 
(Petz  is  the  German  diminutive  for  bear.) 
Christmas  Gifts  for  the  Birds  in  Our  Yard. 
The  Swallow's  Nest. 
The  Lark's  Nest. 
The  Oriole's  Nest. 
The  Strength  of  the  Beetle. 
The  Labor  of  the  Bee. 

207 


208        MORAL  AND  HUMANE  EDUCATION 

The  Little  City  of  the  Ant. 

The  Lives  of  a  Butterfly. 

The  Butterfly-Cinderella. 

The  Four-Footed  Friends  at  Our  Home. 

What  My  Pet  Does  for  Me ;  What  I  Do  for  My 
Pet. 

Our  Grocer's  Horse. 

The  Dog  Next  Door  to  Us. 

My  Cat  in  Vacation  Time. 

What  I  Learn  about  Animals  on  My  Way  to 
School. 

INTERMEDIATE  GRADES 

FOURTH  AND  FIFTH 

Bees  in  the  Winter  Time. 

Hibernating  Animals. 

The  Birds '  Christmas  in  Norway. 

Autobiography  of  Frumpy,  a  Cur. 

Autobiography  of  Inky  Blinky,  an  alley  Cat. 

A  GirPs  View  on  the  Use  of  Sling-shots. 

A  Boy's  View  on  the  Use  of  Birds'  Plumage  as 
Millinery. 

The  Lesson  of  "The  Birds  of  Killingworth. " 

Our  Little  Brothers  in  the  Winter  Time. 

My  Rights  and  My  Pet's  Rights  Compared. 

The  Fountain  of  Our  Neighborhood  (real  or  im- 
aginary). 

The  Life  of  a  Horse  in  the  Fire  Department. 

Autobiography  of  a  Trick  Dog. 

How  a  Monkey  is  Trained  to  Beg. 

The  Sick  Horse  that  was  Moved  by  Ambulance. 


A  LIST  OF   TOPICS   FOR  WRITTEN   WORK    209 

Many  Birds,  Many  Nests. 

Many  Birds,  Many  Plumages. 

Many  Birds,  Many  Songs. 

A  Visit  to  the  Befuge  of  Our  City. 

Lesson  of  "The  Dog  of  Flanders. " 

What  Our  City  Does  for  Its  Birds. 

Birds  in  the  City  Parks. 

A  Visit  to  the  City  Zoo. 

What  Our  City  Does  for  Its  Horses. 

Care  and  Feed  of  the  Horse. 

Care  and  Feed  of  Poultry. 

Lessons  Learned  from  "Beautiful  Joe." 

The  Dog  as  Friend  and  Helper. 

GRAMMAR  GRADES 

SIXTH,  SEVENTH,  AND  EIGHTH 

What  Our  State  Does  for  Its  Birds. 
Game  Laws  and  Duties  of  the  Game  Warden. 
Migration  of  Birds. 
Permanent  Bird  Neighbors. 
Lesson  of  Millet's  "Song  of  the  Lark." 
Story  of  the  Cock  Fight  that  Didn't  Come  Off. 
Vacations  for  Horses  and  Mules. 
Adaptation  of  the  Horse  for  Labor. 
Adaptation  of  the  Camel  for  Labor. 
Adaptation  of  the  Elephant  for  Labor. 
What  the  Horse  Has  Done  to  Build  up  Our  City. 
Relation  between  Care  of  Cow  and  Sanitary 
Milk. 

The  Horse  and  Mule  Compared. 


210        MORAL  AND  HUMANE  EDUCATION 

The  Ordinary  Diseases  of  the  Horse  and  Their 
Prevention. 

Should  Horses  have  a  Sunday  or  Day  of  Best? 

Study  of  Bonheur's  "The  Horse  Fair." 

What  Our  State  Does  For  Its  Horses  (laws). 

Story  of  Lone  Star,  the  Texas  Pony. 

The  Kodak  versus  the  Gun. 

Lesson  of  "The  Trail  of  the  Sand-hill  Stag." 

Lesson  of  "A-Hunting  the  Deer  in  the  Adiron- 
dacks." 

The  Seal-Fisheries  of  the  Aleutian  Islands. 

Lesson  of  "Mafka  and  Kotik." 

The  Cost  of  a  Seal  Coat. 

The  Fountains  of  Our  City. 

How  Elephants  are  Trained  for  Exhibit. 

How  Wild  Animals  are  Trained  for  Exhibit. 

The  Most  Humane  Way  to  Exterminate  Eats 
and  Mice. 

The  Moral  Difference  between  Destroying  and 
Torturing. 

Lessons  Learned  from  "Black  Beauty." 

The  Humane  Work  of  Henry  Bergh. 

The  Cat  in  Art,  Poetry,  and  Legend. 

The  Family  Horse  that  was  Sold  to  a  Peddler. 

Value  of  the  Work-Horse  Parade. 

Story  of  the  Dog-Detective. 

Life-Saving  Dogs. 

Wages  of  our  Dumb  Servants. 

The  Pets  of  Great  Men  and  Women. 


HUMANE   EDUCATION  IN  THE 
HIGH  SCHOOLS 

Humane  education  in  high  schools  should  con- 
sist of  individual  investigation  and  study  by  the 
pupil,  of  the  concrete  work  of  the  subject  of  each 
month  as  outlined  in  the  ' '  Graded  Course  for  Ele- 
mentary Schools ' '  of  this  Manual. 

At  the  close  of  the  month  a  topic  representing 
the  application  of  this  knowledge  and  study  to 
natural,  civic,  social,  and  ethic  problems  should 
be  written  upon. 

This  essay  would  test  the  scope  and  depth  of 
the  pupil's  individual  effort  during  the  month, 
and  his  power  to  apply  his  knowledge  to  problems 
of  nature,  society,  and  morals  that  need  solution. 

Example  :— 

In  September  let  the  student  study  and  investi- 
gate the  subject  of  Labor  in  its  relation  to  the 
physiological  adaptation  and  natural  environment 
of  animals  that  labor,  the  laws,  institutions,  or- 
ganizations, and  conditions  that  exist  in  relaton 
to  these  animals  and  their  special  labor,  and  the 
esthetic,  social,  ethical,  and  historical  relation  be- 
tween them  and  man. 

At  the  close  of  September  a  composition  on 
some  such  topic  as  The  Economic  Value  of  Kind- 

211 


212        MORAL  AND  HUMANE  EDUCATION 

ness  to  Animals,  or  Study  of  Eosa  Bonheur's  Ani- 
mal Art  Work,  or  The  Effect  of  Cruelty  on  the 
Individual  that  Practises  It,  or  The  Evolution  of 
the  Modern  Work  Horse,  would  test  the  pupil's 
individual  effort  in  the  monthly  study  of  this  sub- 
ject and  indicate  to  the  teacher  where  strengthen- 
ing is  required. 

This  Manual  of  Humane  Education  should  be 
in  the  possession  of  each  high-school  student  in 
order  that  he  may  be  guided  in  applying  a  psycho- 
logic method  to  his  monthly  study  and  investiga- 
tion,— 

1.  By  recognizing  that  each  subject  has  three 
phases  of  approach,— that  of  nature,  that  of  the 
civic  community,  and  that  of  the  culture  of  man's 
experience  including  art,  literature,  history,  and 
morals. 

2.  By   differentiating  these   three  phases  and 
basing  his  study  on  one  or  two  of  the  three,  or  on 
all. 

Example:— 

Birds  may  be  studied  in  their  relation  to  nature, 
in  their  economic,  utilitarian,  and  esthetic  relation 
to  man,  and  in  relation  to  their  part  in  art,  poetry, 
history,  and  morals;  or  the  pupil,  following  an 
individual  bent,  may  base  his  treatment  of  the  sub- 
ject of  birds  on  natural  history  alone,  or  on  the 
economic  side,  or  any  other  one  phase,  increasing 
the  depth  of  the  treatment  in  proportion  to  the 
narrowing  of  its  scope. 

3.  By  learning  to  treat  his  subject  as  a  growth, 


IN  THE  HIGH   SCHOOLS  213 

as  illustrated  by  the  unfoldment  of  each  subject 
in  The  Graded  Course  from  one  grade  to  the  next 
higher,  and,  by  building  his  knowledge  on  condi- 
tions of  parts,  learning  to  apply  it  to  problems  of 
the  whole. 

Example: — 

Let  the  student  note  that  the  subject  of  Rejuve- 
nation of  Life,  in  March,  grows — in  civics,  for  in- 
stance—from the  child's  individual  consciousness 
of  the  value  of  his  bodily  cleanliness,  by  stages,  to 
the  cleanliness  of  home,  neighborhood,  community, 
state,  and  nation.  The  student  is  thus  guided  to 
treat  of  the  subject  of  cleanliness  in  a  rational,  in- 
ductive manner,  and  to  end  in  applying  it  to  prob- 
lems of  sanitation  that  effect  society  as  a  whole. 


SUGGESTIVE  TOPICS  FOE  HUMANE  EDU- 
CATION IN  THE  HIGH  SCHOOLS 

NINTH  AND  TENTH  GRADES 

The  Evolution  of  the  Modern  Work  Horse. 
Man's  Dependence  on  Dumb  Animals. 
The  Economic  Value  of  Kindness  to  Animals. 
Physiological  Adaptation  of  Animals  that  Serve 
Man  to  Their  Work. 

Poets'  Dogs  and  what  Poets  have  Said  of  Them. 
Dogs'  Usefulness  in  the  Detective  Service. 
Pioneers  in  Humane  Work. 
Model  Stables :  Their  Value  in  a  Community. 


214        MORAL  AND   HUMANE  EDUCATION 

Birds  as  a  National  Asset. 

The  Part  Birds  have  Played  in  Poetry. 

Functional  Adaptation  of  Birds  to  Their  En- 
vironment. 

Study  of  Eosa  Bonheur's  Animal  Art  Work. 

The  Extermination  of  the  American  Deer. 

How  Eradicate  the  Western  Plain  Evil? 

Should  the  Federal  Government  Have  a  Bureau 
of  Child  and  Animal  Protection? 

Baseball  and  the  Bull  Fight  as  National  Sports 
Contrasted. 

Debate:    Do  Animals  Reason? 

Debate:  Do  Animals  Have  a  Sense  of  Right 
and  Wrong? 

Lesson  of  Verestchagin's  War  Pictures. 

The  Effect  of  Cruelty 'on  the  Individual  Who 
Practises  It. 

Suggested  Improvements  in  Stock-Yards'  Con- 
ditions. 

A  Comparison  between  the  Humane  Law  and 
Administration  of  Our  State  and  Those  of  the 
State  of  Colorado. 

Relation  between  Humane  Education  and  a 
Knowledge  of  Civic  Institutions. 

The  Value  of  the  Work-Horse  Parade. 

JUNIOR  AND  SENIOR  CLASSES 
What  Practices  of  Cruelty  Need  Federal  Legis- 
lation? 

Is  there  Any  Relation  between  the  March  of 
Progress  and  the  Recognition  of  Animals'  Rights? 


IN   THE   HIGH   SCHOOLS  215 

The  Eelation  between  a  Scientific  Knowledge  of 
Animal  Life  and  Kindness  to  Animals. 

The  Ethical  Side  of  Humane  Education. 

Is  there  a  Psychologic  Relation  between  a  Ten- 
dency to  Criminality  and  the  Practice  of  Cruelty 
to  Animals? 

Is  Vivisection  in  the  School-Room  Justifiable? 

The  Educational  Value  of  School  Essays  on 
Humane  Topics. 

The  National  Peace  Society. 

Children's  Rights  Ignored  in  Industrialism. 

The  Social  Value  of  Humane  Education. 

History  of  the  Humane  Movement. 

Animals'  Rights  in  Literature. 

Can  the  Pleasures  of  the  Hunt  be  Obtained 
without  a  Victim? 

Values  in  the  Animal  World. 

Nature's  Annual  Rejuvenation  of  Life. 

Artists  Who  have  Taken  Animals  as  Their  Mod- 
els and  Subjects. 

The  Hague  Tribunal. 


COLLATERAL  READING  AND 

AIDS  TO  TEACHER  AND 

PUPIL  IN  HUMANE 

EDUCATION 

A  part  of  the  work  in  humane  education  is  to 
have  posted  a  list  of  standard  works  in  humane 
literature  accessible  to  pupils,  which  would  guide 
them  in  purchasing  books  and  in  drawing  from  the 
public  library,  and  which  could  be  drawn  upon  for 
collateral  reading  and  study,  by  both  teacher  and 
pupil. 

Also,  a  list  of  first-class  humane  periodicals  as  a 
guide  for  subscribing  for  one  or  more  publications 
and  to  be  consulted  for  up-to-date  reference  work. 

It  should  also  be  remembered:— 

1.  That  many  of  the  humane  organizations  issue 
leaflets  at  nominal  prices  which  give  concrete  in- 
formation on  specific  subjects  appropriate  to  hu- 
mane education  work. 

2.  That  nearly  every  humane  organization  is- 
sues annual  reports  that  are  often  replete  with 
illustrations  and  reading  matter  that  may  be  of 
use  to  the  teacher. 

3.  That  the  United  States  Department  of  Agri- 
culture issues  gratis  a  large  amount  of  useful  lit- 
erature, chief  among  which  are  "Diseases  of  the 

216 


COLLATERAL   READING  217 

Horse "  and  "Diseases  of  Cattle, "  in  large  vol- 
umes beautifully  illustrated. 

4.  That  the  State  Departments  issue  Bird  and 
Arbor  Day  literature  and  Blue  Books  giving  illus- 
trations of  the  efforts  in  behalf  of  the  delinquent 
and  dependent  classes. 

5.  That  State  Boards  of  Charities  and  Health 
Departments  issue  bulletins  and  annual  reports 
that  may  be  useful  in  broad-gauge  humanitarian 
instruction. 

6.  And  that  many  of  the  current  magazines  con- 
tain articles  of  special  value  in  humane  education. 

A  representative  list  of  books,  periodicals,  leaf- 
lets, and  articles  in  current  magazines  supplemen- 
tary for  humane  education  follows : 

BOOKS  AND  STOEIES  . 
ABBOTT.    A  Boy  on  a  Farm. 
AFLALO,  F.  G.    Ethics  of  Performing  Animals. 

The  Cost  of  Sport. 
ALDRICH.     Story  of  a  Cat. 
^Esop.    JEsop's  Fables. 

ANDEKSEN,  Hans  Christian.    The  Ugly  Duckling. 
ANDREWS,  Jane.     The  Seven  Little  Sisters. 

Each  and  All. 

Ten  Boys. 

ARIEL.     Those  Dreadful  Mouse  Boys. 
BARTLETT,  L.  L.     Animals  at  Home. 
BALANTYNE.    Dog  Crusoe. 
BALDWIN.     An  American  Book  of  Golden  Deeds. 

Wonder  Book  of  Horses. 


218        MORAL  AND  HUMANE  EDUCATION 

BAILY.     Our  Own  Birds. 

BARTLETT,  A.  D.     Wild  Animals  in  Captivity. 

BAMFORD.     Look-about  Club. 

My  Land  and  Water  Friends. 
BARRY,  E.  P.     Pedro :  An  Ugly  Dog. 
BASKETT.     Story  of  the  Birds. 

Story  of  the  Fishes. 

Story  of  the  Amphibians  and  Beptiles. 
BIGNELL.     My  Wood-land  Intimates. 

Quintette  of  Gray-coats. 

BILLINGHURST,  P.  J.     Hundred  Anecdotes  of  Ani- 
mals. 

BLAISDELL.     Hero  Stories  from  American  History. 
BRYSON,  Charles  Lee.     Tan  and  Teckle. 
BURROUGHS,    John.     Squirrels    and    Other    Fur 
Bearers. 

John  James  Audubon. 

Birds  and  Bees. 

Wake  Eobin. 

BUCKNER,  E.  D.,  M.  D.  The  Immortality  of  Ani- 
mals. 
BOREMAN,    Belle-Helm.    Dis-Chords    and    Other 

Chords  (poems). 
BROWN.     Eab  and  His  Friends. 
BLANCHAN,    How  to  Attract  the  Birds. 

Bird  Neighbors. 

BOLTON,  Sarah  K.     Our  Devoted  Friend,  the  Dog. 
BROOKS  READERS  (published  by  The  American  Book 

Co.). 

CARTER,  Sarah  Nelson.     For  Pity's  Sake. 
CARTER,   M.    H.     Cat    Stories    (retold   from    St. 
Nicholas). 


COLLATERAL  READING  219 

CLEMENS,  William  M.     The  House  of  a  Hundred 

Doors. 

CHAMPNEY.     Howling  Wolf  and  His  Trick  Pony. 
CARRINGTON,  Edith.     The  Dog:    His  Eights  and 

Wrongs. 

Workers  without  Wage. 
The  Cat :  Her  Place  in  Society. 
CHAM,  W.  E.    Little  Beasts  of  Field  and  Wood. 
CHASE.     Friends  of  the  Fields. 
CHEEVER.     Doctor  Eobin. 

COLMORE,  G.    Priests  of  Progress  (sold  by  Ameri- 
can Anti- Vivisection  Society). 
CORNISH,  C.  J.    Animals  at  Work  and  Play. 

Animal  Life. 

CHAPMAN,  Frank  M.    Bird  Life. 
COCHRANE,  E.    Four  Hundred  Animal  Stories. 
CARTER,    Marion    Hamilton.     Stories    of    Brave 

Dogs. 

DAVIS,  Eichard  Harding.     The  Bar  Sinister. 
DALE,  John  T.    Heroes  and  Great-Hearts,   ani 

Their  Animal  Friends. 
DE  LA  EAMEE,   Louise.     The  Dog   of  Flanders. 

Moufflon. 

DAXENDALE.    Yours  with  All  My  Heart. 
DEARBORN  AND  WEED.     Birds  in  Their  Eelation  to 

Man. 

DEWEY.    Bruno. 
EDDY,  Sarah  J.    Friends  and  Helpers. 

Songs  of  Happy  Life. 

EASTMAN.    Eed  Hunters  and  the  Animal  People. 
ENSIGN,    Herman    Lee.    Lady   Lee,    and    Other 

Stories. 


220        MORAL  AND   HUMANE  EDUCATION 

ECKSTROM,  Fannie  Hardy.     The  Bird  Book. 
EWING.    Jackanapes. 

Story  of  a  Short  Life. 
FIRTH,  Abraham  (compiled  by).     Voices   of  the 

Speechless. 
FINCH,  Nora  J.     Colliery  Jim  (autobiography  of 

a  mine  mule). 

FRANCIS.     Book  of  Cheerful  Cats. 
FORD,  Sewall.    Horses  Nine. 

Just  Horses. 
FRASER.     Mooswa. 
FORBUSH,  Edward  H.     Useful  Birds  and  Their 

Protection. 

FORTESCUE,  J.  W.     Story  of  a  Red  Deer. 
FULLER.     Alley's  Cat's  Kitten. 
FINLEY,  William  H.    American  Birds. 
GASK,  L.    Dog  Tales. 
GATTY.    Parables  from  Nature. 
GRINNELL.    Our  Feathered  Friends. 
GREENLEAF.     Stories  and  Tales  from  the  Animal 

World. 

GORDON,  Anna  A.     Toots,  and  Other  Stories. 
HARRIS.     Door-yard  Folks. 
HART.    Animals  of  the  Bible. 
HERRICK,  F.  H.    The  Home  Life  of  Wild  Birds. 
HIESEMANN,  Martin.    How  to  Attract  and  Protect 

Wild  Birds. 

HOLDER,  C.  F.    Marvels  of  Animal  Life. 
HORNADAY,  W.  T.    American  Natural  History. 
HURST,  J.  W.    Life  Story  of  a  Fowl. 
HAWKS.     The  Trail  to  the  Woods. 


COLLATERAL   READING  221 

HARRISON,    E.      How    Little    Cedric    Became    a 

Knight. 

INGERSOLL,  E.    Wit  of  the  Wild. 
JOHONNET,  James.     Friends  in  Feather  and  Fur. 
JACKSON.     Cat  Stories. 
JACKSON,  Gr.  E.    Big  Jack  and  other  True  Stories 

of  Horses. 
JOHNSON.     The  Story  of  Two  Boys. 

Young  People's  Natural  History. 
JEWETT,  J.  H.     Little  Mother  Stories. 
JORDAN,  David  Starr.     Mafka  and  Kotik. 

True  Tales  of  Birds  and  Beasts. 
JOB,  H.  K.    Wild  Wings. 
JONES  EEADERS  (published  by  Ginn  &  Co.). 
KELLY.     Short  Stories  of  Our  Shy  Neighbors. 
KIPLING  Eudyard.    Just  So  Stories. 

Kim. 

First  Jungle  Book. 

Second  Jungle  Book. 
KINGSLEY,  Charles.    Water  Babies. 
KUPFER.    Lives  and  Stories  Worth  Eemembering. 
LANG,  Andrew.     Animal  Story  Book. 
LANGE.     Our  Native  Birds. 

How  to  Know  the  Wild  Birds  of  Illinois. 
LOTTRIDGE,  S.  A.     Animal   Snapshots   and  How 

Made. 

LANIER,  BOB. 
LONDON,  Jack.     Call  of  the  Wild. 

White  Fang. 
LONG,  William  J.     Ways  of  Wood  Folk. 

A  Little  Brother  to  the  Bear. 


222         MORAL  AND   HUMANE  EDUCATION 

Secrets  of  the  "Woods. 

Wilderness  Ways. 

Northern  Trails. 

Wood  Folk  at  School. 

Beasts  of  the  Field. 

LEFFINGWELL,  Albert  Dr.  The  Vivi-Section  Con- 
troversy. Published,  13  Eegent  St.,  Lon- 
don, England. 

MAETERLINCK,  Maurice.     Our  Friend,  the  Dog. 
MARVIN,  Kev.  F.  E.     Christ  among  the  Cattle. 
MERWIN,  Henry  C.     On  Dogs  and  Men. 
MILES,  A.  H.    Animal  Anecdotes. 
MILLER,  Olive  Thorn.     Four-handed  Folk. 

Neighbors  in  Field,  Stream,  and  Wood. 

Our  Home  Pets. 
MILLER.    Bird  Ways. 

Little  Brothers  of  the  Air. 

Little  Folks  in  Feather  and  Fur. 
MILLS,  W.    How  to  Keep  a  Dog  in  the  City. 
MULETS,  L.  E.     Phyllis'  Stories  of  Little  Animals. 
MOORE,  Howard  J.     Universal  Kinship. 

The  New  Ethics. 
MONTIETH.     Living  Creatures   of  Water,   Land, 

and  Air. 
MORLEY.    Little  Wanderers. 

Little    Mitchell,    the    Story    of   a    Mountain 
Squirrel. 

The  Bee  People. 

Insect  Folk. 

McCREA,  Koswell.     The  Humane  Movement. 
McCoRD,  Charlotte.     Only  a  Horse. 


COLLATERAL  READING  223 

McCuLLouGH,  A.   W.    Little  Stories   for  Little 

People. 

NESBIT,  Z.  A.  P.     Farmyard  Friends. 
OLLIVANT,  A.     Bob,  Son  of  Battle. 

Danny. 

OWEN,  John  S.  Dr.     Gramma. 
PHELPS,  Elizabeth  Stewart.     Loveliness. 

Trixy. 

PAGE,  Emma  E.    Heart  Culture. 
PATTERSON,   Louise   S.    Letters    from   Pussycat- 
ville. 

Dickey-Downey. 

Pussy  Meow. 

PIERSON,  C.  D.    Tales  of  a  Poultry  Farm. 
PYLE.     Stories  of  Humble  Friends. 
POOL.    Boss,  and  Other  Dogs. 
PLYMPTON,  A.  C.     Two  Dogs  and  a  Monkey. 
EEID.     Josie  and  the  Chipmunk. 

Young  Voyageurs. 
EEED.     Book  of  Clever  Beasts. 
EEPPLIER,  Agnes.     The  Fireside  Sphinx. 
EGBERTS,  Charles  G.  D.     Kindred  of  the  Wild. 

Animal  Tales. 

Eed  Fox. 

Watcher  of  the  Trails. 

Little  People  of  the  Sycamore. 

Eeturn  to  the  Trails. 
EOBINSON,  E.  E.     Hunting  without  a  Gun. 
SALT,  Henry  E.     Animals'  Eights. 

The  Sportsman  at  Bay. 


224        MORAL  AND   HUMANE  EDUCATION 

SAUNDERS,  Marshall.     My  Pets. 

Beautiful  Joe. 

Beautiful  Joe 's  Paradise. 

Nita,  the  Story  of  an  Irish  Setter. 
SETON,  Ernest  Thompson.    Lives  of  the  Hunted. 

Biography  of  a  Grizzly. 

Monarch,  the  Big  Bear  of  Tallac. 

Trail  of  the  Sand-Hill  Stag. 

Wood  Myth  and  Fable. 

Two  Little  Savages. 

Wild  Animals  I  Have  Known. 

Wild  Animal  Play. 

Animal  Heroes, 

SCOTT,  W.  E.  D.     Story  of  a  Bird  Lover. 
SEWELL,  Anna.    Black  Beauty. 
SCHILLINGS,  C.  Gr.     Flashlights  in  the  Jungle. 
SHARP.    Watcher  in  the  Woods. 

Wild  Life  Near  Home. 
STICKNEY,  J.  H.     Pets  and  Companions. 

Bird  World. 

STODDARD.     Eed  Mustang. 
STOWE.     Dog's  Mission. 
SEW  ALL,  Marion.    Bonnie  Prince. 
STONE  and  CRAM.     American  Animals. 
STAFFORD,  A.  0.    Animal  Fables. 
TABER,  S.  R.     Reasonable  Restriction  vs.  Absolute 
License  in  Vivisection. 

Illustrations  of  Human  Vivisection  (pub- 
lished by  National  Vivisection  Reform 
Society). 


COLLATERAL  READING  225 

TREAT,  Mary.     The  Home  Studies  of  Nature. 
TORREY.     Clerk  of  the  Woods. 

Dog's  Tale. 

TROEGER.     Harold's  Eambles. 
TRINE,  Ealph  Waldo.     Every  Living  Creature. 
VELVIN,  E.     Behind  the  Scenes  with  Wild  Ani- 
mals. 

VINCENT.    Animal  World. 
WARNER,  Charles  Dudley.     Deer  Hunting  in  the 

Adirondacks. 
WALLIHAN,  A.  G.  and  M.  A.     Camera  Shots  at  Big 

Game. 

WEBSTER.     Strenuous  Animals. 
WARE,  F.  M.     Our  Noblest  Friend,  the  Horse. 
WEED.     Stories  of  Insect  Life. 

Bird  Life  Stories. 

WHITEHEAD,  E.  K.  Dumb  Animals  and  How  to 
Treat  Them.  (Issued  by  secretary  of  the 
Colorado  State  Bureau  of  Child  and  Ani- 
mal Protection.) 

WELLS.    King  Kindness  and  the  Witch. 
WALTON.     Hermits'  Wild  Friends. 
WESSELHOEFT,  Lillie  F.    Frowzel,  the  Eun-away. 
Jack,  the  Fire-dog. 
Jerry,  the  Blunderer. 
Madame  Mary  of  the  Zoo. 
Sparrow,  the  Tramp. 
Foxy,  the  Faithful. 

WHEELOCK,  Mrs.  I.  S.  Nestlings  of  Forest  and 
Marsh. 


226        MORAL  AND   HUMANE  EDUCATION 

WALTER,  H.  E.  and  A.  H.    Wild  Birds  in  City 

Parks. 

WINSLOW,  H.  M.    Concerning  Cats. 
WALKER,  M.  C.     Bird  Legend  and  Life. 

Our  Birds  and  Their  Nestlings. 
WILLIAMS,  Sarah.     Through  the  Year  with  Birds 

and  Poets. 
WRIGHT,  Mable  O.    Wabeno,  the  Magician. 

Citizen  Bird. 

Four-footed  Americans. 

Tommy  Ann  and  the  Three  Hearts. 

Dog  Town. 

Gray  Lady  and  the  Birds. 
WRIGHT.     Stories  of  Birds  and  Beasts. 

Stories  of  Earth  and  Sky. 

Stories  of  Plants  and  Animals. 
WOOD,  J.  C.     Stories  of  the  Animal  World. 
WISE.     Diomed. 

YONGE,  Charlotte.  Golden  Deeds. 
ZOLA,  Emile.  Why  I  love  My  Dog. 
Authors  Not  Known.  Some  of  New  York's  400. 

Dog  Post-man. 

The  Pity  of  It. 

Our  Gold  Mine  at  Hollyhurst. 

Straggles. 

The  Strike  at  Shanes 's  (published  by  Amer- 
ican Humane  Education  Society,  Boston). 

Dog  Stories  (published  at  13  Eegent  Street, 
London,  England). 

Golden  Rule  for  Treatment  of  Horses. 

Four  Feet,  Wings,  and  Furs. 


COLLATERAL  READING  227 

All  about  Animals  (published  by  Scribner). 

Animal  Friend  Series  (published  by  Tucker). 

A  Plea  for  Dumb  Creation  (published  by 
Pennsylvania  Society  for  the  Prevention 
of  Cruelty  to  Animals). 

Protection  of  Animals  (published  by  Amer- 
ican Society  for  the  Prevention  of  Cruelty 
to  Animals). 

The  Three  Butterflies. 
A     Brave     Little     Eebel     (Harper's     Fourth 

Eeader). 
How  the  Cricket  Brought  Good  Luck  (Harper's 

Fourth  Header). 

The  Daisy  and  the  Lark.     (American  Educa- 
tional Eeader  No.  4) 


DOMESTIC  PEEIODICALS 

Advocate  of  Peace.  Published  by  American 
Peace  Society,  Boston,  Mass. 

American  Bird  Magazine.  Monthly.  C.  K. 
Eeed,  Worcester,  Mass. 

Animal  Life.  Monthly.  Animal  Life  Publish- 
ing Company,  Eichmond,  Va. 

American  Horse  Owner.  Monthly.  Jefferson 
Jackson,  Chicago,  111. 

Animal's  Defender,  The.  Monthly.  Published 
by  New  England  Anti- Vivisection  Society,  Boston, 
Mass. 

Bird  Lore.    Published  by  The  Macmillan  Com- 


228        MORAL  AND   HUMANE  EDUCATION 

pany,  Harrisburg,  Pennsylvania,    (official  organ 
of  the  Audubon  Societies  of  America). 

Boys  and  Girls.    Ithaca,  New  York. 

By  The  Wayside  Official  organ  of  Wisconsin 
and  Illinois  Audubon  Societies. 

Bulletin  of  the  San  Francisco  S.  P.  C.  A. 
Monthly. 

Birds  and  Nature  Magazine.  Monthly.  Atkin- 
son, Mentzer  and  Grove,  Chicago,  Illinois. 

Bit  and  Spur.  Semi-Monthly.  Bit  and  Spur 
Publishing  Co.,  Chicago  Illinois. 

Cat  Journal,  The.  Published  by  The  Cat  Jour- 
nal Company,  Eochester,  New  York. 

Cat  Review.    Semi-Monthly.    Dayton,  Ohio. 

Condor,  The.  Bi-Monthly.  Official  organ  of 
Cooper  Club,  Pasadena,  California. 

Child  and  Animal  Protection.  Monthly.  Pub- 
lished by  Colorado  Humane  Society,  Denver, 
Colorado. 

Children's  Charities.  Monthly.  Published  by 
Illinois  Children's  Home  Society,  Chicago,  Illi- 
nois. 

Dogdom.  Monthly.  Dogdom  Publishing  Com- 
pany, Battle  Creek,  Michigan. 

Dog  Journal,  The.    Published  by  The  Dog  Jour- 
nal Company,  Eochester,  New  York. 
'    Draft  Horse  Journal.     Monthly.     E.  C.  Bab- 
cock,  Chicago,  Illinois. 

Field  and  Stream.  Monthly.  Field  and  Stream, 
New  York. 


COLLATERAL  READING  229 

Fur,  Finn  and  Feather.  Bi-Monthly.  Charles 
Suydam,  New  York. 

Humane  Advocate,  The.  Published  by  the  Illi- 
nois Humane  Society,  Chicago  Illinois, 

Humane  Journal,  The  National.  Published  by 
Humane  Journal  Company,  Chicago,  Illinois. 

Humane  Educator.    Indianapolis,  Ind. 

Humanitarian  Keview,  The.  Monthly.  S.  W. 
Davis,  Los  Angeles,  California. 

Horseman.  Weekly.  Chicago  Horseman  Com- 
pany, Chicago,  Illinois. 

Horse  Review.  Weekly.  J.  C.  Bauer,  Chicago, 
Illinois. 

International  Veterinary  Review.  Monthly. 
Grand  Rapids,  Michigan. 

Journal  of  Zoophily.  Published  by  Women's 
Pennsylvania  Society  for  the  Prevention  of  Cru- 
elty to  Animals,  Philadelphia,  Pennsylvania. 

Juvenile  Court  Record,  The.  Published  by 
Visitation  and  Aid  Society,  Chicago,  Illinois. 

National  Humane  Educator.  Indianapolis, 
Indiana. 

National  Live  Stock  Bulletin.  Monthly.  Wash- 
ington, District  of  Columbia. 

Our  Animal  Friends.  Weekly.  Published  by 
American  Society  for  the  Prevention  of  Cruelty 
to  Animals,  New  York. 

Our  Dumb  Animals.  Monthly.  Published  by 
Massachusetts  Society  for  the  Prevention  of  Cru- 
elty to  Animals,  Boston,  Massachusetts. 


230        MORAL  AND   HUMANE  EDUCATION 

Our  Four-Footed  Friends.  Monthly.  Published 
by  Animal  Eescue  League,  Boston. 

Our  Boys.  Published  by  The  Friends  of  Boys 
New  Haven,  Connecticut. 

Outdoor  Life.    Monthly.    Denver,  Colorado. 

Pet  Stock  Magazine.  Monthly.  A.  IX  Hoster 
man,  Springfield,  Ohio. 

Quarterly  Bulletin  of  Oakland  S.  P.  C.  A.  Oak 
land,  California, 

Eider  and  Driver.    New  York  and  Chicago. 

Eanch  and  Eange.  Monthly.  H.  S.  Grover, 
Denver,  Colorado. 

Eecreation.  Monthly.  Outdoor  News  Com- 
pany, New  York. 

Southern  Letter,  The.  Published  by  Tuskegee 
Normal,  Tuskegee,  Alabama. 

Stock  Growers'  Journal.    Miles  City,  Montana. 

Survey,  The.  Published  weekly  by  Charity  Or- 
ganization Society,  New  York. 

Youth's  Outlook,  The.    Boyne  City,  Michigan. 

FOEEIGN  PEEIODICALS 

Abolitionist,  The.  Published  by  The  British 
Union  for  Abolition  of  Vivisection,  London,  Eng- 
land 

Animals'  Friend.   Monthly.   London,  England. 

Animal  World,  The.  Monthly.  Published  by 
Eoyal  S.  P.  C.  A.,  London,  England. 

Animals'  Guardian,  The.  Published  by  The 
London  Anti  Vivisection,  Society. 


COLLATERAL  READING  231 

Band  of  Mercy,  The.  Published  by  Royal  S.  P. 
C.  A.,  London,  England. 

Humanitarian,  The.  Journal  of  the  Humane 
League,  London,  England. 

Zoophilist  and  Animals  Defender,  The.  Pub- 
lished by  London  Anti- Vivisection  Society. 

Child's  Guardian,  The.  Published  by  National 
S.  P.  C.  C.,  London,  England. 

Herald  of  the  Golden  Age.  Paignton,  Eng- 
land. 

Tierschutz  Zeitung.    Breslau,  Germany. 

Tier  und  Menschen  Freund.    Leipzig,  Germany. 


LEAFLETS   ISSUED    BY   THE   AMERICAN 
HUMANE  ASSOCIATION 

OFFICE:    ALBANY,  NEW  YORK 

The  Commercial  Side  of  Philanthropy,  by  Pres- 
ident William  0.  Stillman. 

The  Economic  Value  of  Anti-Cruelty  Work,  by 
Honorable  James  M.  Brown. 

The  Relation  of  the  Pulpit  to  Anti-Cruelty 
Work,  by  Honorable  James  M.  Brown. 

What  a  Humanitarian  would  do  with  a  Million 
Dollars,  by  President  William  0.  Stillman. 

The  Transportation  of  Live  Stock  by  Railroads 
and  the  Federal  Twenty-eight  Hour  Law,  by  E. 
K.  Whitehead. 

The  Care  and  Transportation  of  Cattle,  by  E. 
K.  Whitehead. 


232         MORAL  AND   HUMANE  EDUCATION 

The  Starvation  of  Cattle  on  the  Western  Plains, 
by  E.  K.  Whitehead. 

Preliminary  Steps  and  Legislative  Methods  in 
Securing  Humane  Laws,  by  Mrs.  F.  Lovell 

The  Cry  of  the  Children,  by  Mrs.  F.  Lovell. 

The  Cost  of  a  Skin,  by  J.  Howard  Moore. 

Silent  Martyrs  of  Civilization,  by  J.  Howard 
Moore. 

Cruelties  Connected  with  the  Training  and  Ex- 
hibition of  Animals,  by  Mrs.  Huntington  Smith. 

Our  Food  Supply  Involved :  The  Abuse  of  Live 
Stock  in  Transportation. 

Humane  Education  with  a  Special  Word  for 
Mothers,  by  Mrs.  Ella  Wheeler  Wilcox. 

The  Truth  about  Mexican  Bull  Fights. 

Report  on  Neglect  of  Range  Stock  in  the  North- 
west, by  Clarence  M.  Abbott. 

How  to  Organize  for  Humane  Work,  by  Thomas 
E.  Hill. 

Work-Horse  Parades,  by  Henry  C.  Merwin. 

Mercy  Sunday  Leaflets:  (a)  A  Plea;  (b)  Sug- 
gestion; (c)  Program. 

The  Magnitude  of  the  Work  of  Anti-Cruelty 
Societies,  by  George  T.  Angell. 

What  Humane  Societies  Believe  should  be  done 
in  Stock  Transportation,  by  President  William  0. 
Stillman. 

Humanity  (a  sentiment,  motto  style). 

Humane  Education  (a  sentiment,  motto  style). 

Protection  of  Birds,  by  E.  P.  Felt,  New  York 
State  Entomologist. 


COLLATERAL   READING  233 

Protection  of  Elk  from  Starvation  in  the  North- 
west. 

Don't  Shoot  (illustrated),  by  Ella  Wheeler  Wil- 
cox. 

Dastardly  Sport  (reprint  from  Atlanta  Consti- 
tution), by  President  William  O.  Stillman. 

Captive  Wild  Birds  (a  plea  to  stop  the  traffic), 
by  Miss  Marshall  Saunders. 

Parental  Religion  (a  factor  in  child-saving 
work),  by  Honorable  Elbrige  T.  Gerry. 

The  Prevention  of  Suffering  of  Live  Stock  on 
Eanges  and  Railroads,  by  Clarence  M.  Abbott. 

How  to  Make  Anti-Cruelty  Work  a  Success  in 
Rural  Counties,  by  N.  J.  Walker. 

Report  of  Committee  of  American  Humane 
Association  on  Humane  Slaughtering  and  Killing 
Methods,  by  Chairman  Henry  Bergh. 

Cruelty  in  Transportation  of  Poultry  and  its 
Relief,  by  George  A.  H.  Scott, 

The  Prevention  and  Cure  of  Crime  among  Chil- 
dren, by  N.  J.  Walker. 

Sample  Constitution  and  By-Laws,  also  in- 
formation about  incorporation. 

Halftone  Portrait  of  Richard  Martin  (founder 
of  Anti-Cruelty  Movement),  with  brief  biography. 

Halftone  Portrait  of  Henry  Bergh  (founder  of 
Anti-Cruelty  Movement  in  America),  with  brief 
biography. 


234        MORAL  AND   HUMANE  EDUCATION 

LEAFLETS  OF  THE  AMERICAN  HUMANE 

EDUCATION  SOCIETY 
OFFICE:  BOSTON,  MASSACHUSETTS 

Humane  Leaflets,  Nos.  1  to  8,  by  George  T. 
Angell. 

Humane  Horse  Book,  compiled  by  George  T. 
Angell. 

Humane  Training  and  Treatment  of  the  Horse, 
by  H.  C.  Merwin. 

Protection  of  Animals,  by  George  T.  Angell. 

Bird  Leaflet,  by  George  T.  Angell. 

Address  to  Boston  Public  Schools,  by  George  T. 
Angell. 

Twelve  Lessons  on  Kindness  to  Animals,  by 
George  T.  Angell. 

Five  Questions  Answered,  by  George  T.  Angell. 

The  Check  Eein,  by  George  T.  Angell. 

The  Cruel  Over-check  Card  (two  sides). 

How  to  Kill  Animals  Humanely. 

Service  of  Mercy. 

Band   of   Mercy  Information,    by   George   T. 
Angell. 

Fifty-two  Band  of  Mercy  Songs  and  Hymns. 

Condensed  Information:  On  how  to  conduct 
and  organize  Anti-Cruelty  Societies  and  Bands  of 
Mercy,  by  George  T.  Angell. 


COLLATERAL   READING  235 

LEAFLETS  OF  THE  EHODE  ISLAND 
HUMANE  EDUCATION  SOCIETY 

OFFICE  :      PROVIDENCE,  RHODE  ISLAND 

How  to  Treat  Cats,  by  Mary  F.  Lovell. 

A  Letter  to  Children,  by  Mary  F.  Lovell. 

Bands  of  Mercy  (their  objects  and  how  to  form 
them). 

A  Check-Rein. 

How  to  treat  a  Horse  (in  English  and  Portu- 
guese). 

An  Appeal  from  the  Horses  (in  Italian  and 
Portuguese). 

A  Wise  Fish. 

Care  of  Mules. 

How  Birds  Help  the  Farmer. 

Early  Lessons  in  Kindness  or  Cruelty,  by  A. 
D.  Fogg. 

About  Poor  Puss,  by  Annie  E.  Fisher. 

Mollie  Whitefoot's  Vacation  (deserted  cat 
story),  by  Anna  H.  Smith. 

Humane  Education,  by  B.  J.  Tice. 

The  Cat,  by  Edith  Carrington. 

A  Few  Eules  for  the  Care  of  Poultry. 

Directions  for  the  Care  of  Swine. 

Hints  on  the  Care  of  Cows. 

A  Word  for  Our  Woolly  Friends,  by  Isabel  C. 
Barrows. 

An  Appeal  to  Every  Woman  (about  wearing 
feathers  on  hats). 


236        MORAL  AND   HUMANE  EDUCATION 

A  Rich  Poor  Horse  and  a  Poor  Rich  Horse,  by 
Mrs.  Fairchild  Allen. 

An  Appeal  from  the  Horses  to  their  Owners  and 
Drivers. 

A  Law  to  Help  Boys  (about  tobacco). 

The  Unconscious  Element  in  Discipline,  by  H. 
S.  Baker,  Ph.  D. 

The  Air-Grun  and  the  Birds. 

Man's  Faithful  Friend  (about  dogs). 

Pigeon  Shooting  from  Traps. 

Public  Parks  and  Public  Schools,  by  M.  A. 
Campbell. 

Military  Drill  in  the  Public  Schools. 

Physical  Training  in  the  Public  Schools. 

Teaching  Patriotism  in  the  Public  Schools,  by 
Lucia  Ames  Mead. 

The  Brutalization  of  Childhood. 

The  Coming  Education. 

Professor  Frog's  Lecture,  by  M.  A.  L.  Lane. 

Collections  by  Julia  Andrews. 

An  Appeal  from  Horses  to  the  Summer  Visitors. 


OTHER  HUMANE  LEAFLETS  AND 
LITERATURE 

The  American  Society  for  the  Prevention  of 
Cruelty  to  Animals  of  New  York  issues  a  number 
of  leaflets  of  which  the  following  are  represen- 
tative. 

Ten  Rules  for  the  Treatment  of  Animals. 

What  is  Docking? 


COLLATERAL   READING  237 

Fashion's  Cruelty  and  Bird  Protection. 

The  Dehorning  of  Cattle  an  Act  of  Cruelty. 

Hints  for  Dog  Days. 

Eabies  and  Hydrophobia. 

The  Animal  Rescue  League  of  Boston  and  the 
Women's  Society  for  the  Prevention  of  Cruelty 
to  Animals  of  Philadelphia,  Pennsylvania,  is- 
sue a  number  of  interesting  leaflets  on  the 
proper  care  of  animals,  animal  rescue  work, 
graveyards  for  animals,  rest  havens  for  horses 
and  photographs  of  animals,  as  well  as  post  cards 
with  pictures  of  animals. 

The  National  Association  of  Audubon  Societies 
(Mr.  "William  Dutcher,  President,  New  York) 
issues  a  number  of  colored  as  well  as  uncolored 
illustrations  with  outlines  of  the  more  common 
American  birds.  It  also  issues  a  number  of  spe- 
cial leaflets  of  which*  the  following  are  represen- 
tative : 

The  Cost  of  a  Feather. 

Bob  White,  the  Farmer's  Friend. 

Putting  up  Bird  Boxes. 

Bird  Clubs  in  Schools. 

The  Aigrette  Loses  Caste. 

Winter  Feeding  of  Wild  Birds. 

August,  and  the  Flocking  Time. 

October,  and  Preparations  for  Winter. 

February  Hints. 

April— Nature  Study  Organizations. 

December  Reminders. 

In  June. 

The  Purple  Martin. 


238        MORAL  AND   HUMANE  EDUCATION 

MAGAZINE  AETICLES  FOR  COLLATERAL 
READING 

ANTI-VIVISECTION 
NATURE  STUDY 

Appeal  Vs.  Vivisection.  S.  Coleridge.  Fort- 
nightly, 75 :88-92. 

Black  Art  of  Vivisection.  S.  Coleridge.  Con- 
temporary, 93 :460-69. 

Murder  in  the  Name  of  Science.  G.  M.  Searle. 
Catholic  World,  70:493-504. 

Reflections  of  a  Layman  on  Vivisection.  J.  R. 
Angell.  World  To-day,  12:379-83. 

Royal  Commission  on  Vivisection.  S.  Coleridge. 
Contemporary,  90 :809-12. 

Vivisection.  H.  C.  Merwin.  Atlantic,  89 :320- 
25. 

Vivisection  and  Disease.  S.  Coleridge.  Con- 
temporary, 93 :728-33. 

The  Madness  of  Vivisection.  Ella  Wheeler 
Wilcox.  Cosmopolitan,  48:713-18. 

Vivisection— Animal  and  Human.  Diana 
Belais.  Cosmopolitan,  49:266—7. 

THE  HOUSE 

Folk  Lore  of  Horse  Shoes  and  Shoeing.  G. 
Fleming.  Nineteenth  Century,  52 :309-26. 

Helping  the  Work  Horses.  Paul  P.  Foster. 
Outing,  53 :168-79. 

Position  of  the  Horse  in  Modern  Society.  Hu- 
mane Journal,  1 :7. 


COLLATERAL  READING  239 

The  Crime  of  Docking.  J.  W.  Dixon.  Country 
Life,  12:81-82. 

Watering  and  Feeding  the  Horses.  J.  W.  Dixon. 
Country  Life,  11 :75. 

Work  Horse  Parade.  Paul  P.  Foster.  World 
To-day,  10:535-38. 

(Nearly  every  volume  of  Country  Life  and 
Outing  contains  interesting  information  on  the 
care  of  horses.) 

THE  MULE 

Common  Mule.  Nineteenth  Century,  47:130- 
38;  Review  of  Reviews,  21:231. 

Our  Friend  the  Mule.  Blackwood's,  180:631- 
38. 

The  Pack  Mule.  B.  C.  Brown.  Atlantic, 
90:700-702. 

THE    DOG 

Care  of  Dogs  in  Summer.  J.  A.  Graham.  Out- 
ing, 50 :364-65. 

Care  of  the  Dog.  A.  W.  Lee.  Outing,  38:272- 
74. 

On  Dogs  and  Men.  H.  C.  Merwin.  Atlantic, 
105:10-18. 

Our  Friend  the  Dog.  Maeterlinck.  Century, 
67:415-21. 

Pets  of  the  Poets.    Living  Age,  257 :59-61. 

The  Mind  of  the  Dog.  Living  Age,  249 :443- 
45;  250:612-23. 

Timid  Dogs.   J.  A.  Graham.    Outing,  48 :760-62. 

Transportation  Methods  in  Alaska.  National 
Geographical  Magazine,  17 :69-82. 


240        MORAL  AND   HUMANE   EDUCATION 

(Nearly  every  volume  of  Outing  and  Country 
Life  contains  interesting  information  on  the  dog.) 


THE  CAT 

Care  of  the  Cat.  E.  H.  Eydall.  Country  Life, 
12 :444. 

In  Praise  of  Cats.    Living  Age,  260 :124-26. 

Pussies,  Plebeian  and  Royal.  Good  Housekeep- 
ing, 49:178-80. 

The  Aristocracy  of  Cats.  V.  Roderick.  Every- 
body's, 20:216-25. 

BIRDS 

Audubon  Movement.    Nation,  81:214^15. 

Birds  of  the  Sea.  Finley  and  Bohlman.  Out- 
look, 82:939-45. 

Bird  Study.  A.  B.  Comstock.  Chautauquan, 
41 :369-74. 

Bird  Study  in  City  Schools.  School  Review, 
10:50-51. 

Bird  Hunting  with  a  Camera.  Review  of  Re- 
views, 31:433-38. 

Boys  and  Birds.  H.  Hutchinson.  Living  Age, 
253 :549. 

Camps  and  Cruises  of  an  Ornithologist.  Na- 
tional Geographical  Magazine,  20 :438-63. 

Destruction  of  the  Birds.  Popular  Science 
Monthly,  56 :393-94. 

Extinction  of  Birds.    Living  Age,  256 :185-88. 

Feeding  Birds  in  Winter.  Woman's  Home 
Companion,  32:20-21. 


COLLATERAL  READING  241 

Feeding  Birds.  W.  B.  Thomas.  Living  Age, 
248 :317-19. 

How  to  Shield  our  Birds.  Windmuller.  Out- 
look, 75:369-72. 

How  to  Preserve  Bob- White.  Independent, 
63:856-60. 

How  to  Encourage  Birds  to  Come.  Ladies 
Home  Journal,  19:7. 

Keeping  Open  House  for  the  Birds.  St.  Nich- 
olas, 34 :208-11. 

New  Methods  of  Bird  Study.  F.  H.  Herrick. 
Critic,  38 :425-30. 

New  Ways  of  Attracting  and  Protecting  Birds. 
Country  Life,  11 :638. 

Photographing  a  Flicker  Family.  St.  Nicholas, 
32 :802-805. 

Statistical  Study  of  Mid-Summer  Birds  of  Illi- 
nois. Scientific  American  Supplement,  66:26; 
Science  ns.  27 :918-20. 

Talk  on  Birds.  W.  E.  D.  Scott.  Outlook,  71  :- 
609-18. 

Taming  of  Garden  Birds.  F.  Irwin.  Living 
Age,  236:75-81. 

The  Policemen  of  the  Air.  National  Geograph- 
ical Magazine,  19 :79-118. 

Travelers  in  the  Air.  E.  P.  Powell.  Inde- 
pendent, 64:668-72. 

Value  of  Birds.     Outlook,  64:478. 

Wearing  of  Aigrettes.     Chautauquan,  31:300. 

(Country  Life  and  Outing  contain  many  inter- 
esting short  stories  on  birds.) 


242        MORAL  AND  HUMANE  EDUCATION 

WILD  ANIMALS 

After  Big  Game  with  a  Camera.  Country  Life. 
12:418-22. 

Central  Park  Animals  as  their  Keeper  Knows 
Them.  W.  J.  Smith.  Outing,  42 :248 ;  43 :60. 

Feeding  the  Wild  Animals.  G.  E.  Walsh.  Sci- 
entific American,  85 :259. 

Fresh  Fields  for  Photographers.  Living  Age, 
239:187-90. 

How  Trainers  get  Acquainted  with  Animals. 
Ladies  Home  Journal,  32:10. 

Hunting  with  a  Camera.  Cosmopolitan,  39: 
43-48. 

One  Season's  Game  Bag  with  a  Camera.  Na- 
tional Geographical  Magazine,  19 :387-446. 

Origin  and  Growth  of  a  Famous  Wild  Animal 
Business.  Scientific  American  Supplement,  52: 
213,  51-52. 

Photographing  Wild  Game  with  Flashlight  and 
Camera.  National  Geographical  Magazine.  17  :- 
367-423. 

Psychology  of  Animals.    McClure  's,  30 :469-79. 

Speech  and  Habits  of  Wild  Animals.  Inde- 
pendent, 63:138-42. 

Stalking  Moose  with  a  Camera.  Country  Life, 
12 :299-303. 

Tameness  of  Wild  Animals.  C.  F.  Holder. 
Scientific  American,  86 :333. 

The  Greatest  Hunt  in  the  World.  National 
Geographical  Magazine,  17 :673-92.  . 


COLLATERAL  READING  243 

Training  Wild  Beasts.  H.  H.  Boyesen.  Cos- 
mopolitan, 34:123-32. 

Training  of  Lions,  Tigers  and  Other  Great 
Cats.  McClure's,  15:386-98. 

Working  to  Save  the  Bison.  Outing,  48:102- 
106. 

UNCLASSIFIED 

Animal  and  Plant  Intelligence.  Outing,  51: 
308-15. 

Animal  Wealth  of  the  United  States.  National 
Geographical  Magazine,  17:511-24. 

Ants  and  Bees  as  Pets.  Scientific  American 
Supplement,  68 :152-53. 

'Course  of  Study  in  Elementary  Schools.  Ele- 
mentary School  Teacher,  8 :491-50L 

Economic  Loss  through  Insects.  National 
Geographical  Magazine,  20:735-49. 

Fishes  that  Build  Nests  and  Take  Care  of  Their 
Young.  National  Geographical  Magazine.  18: 
400-12. 

Habits  of  Turtles  and  Lizards.  National  Geo- 
graphical Magazine,  18 :413-19. 

Instinct  of  Feigning  Death.  Popular  Science 
Monthly,  72 :179-85. 

January  Nature  Study.  Chautauquan,  32: 
379-81. 

Nature  and  Animal  Life.    Atlantic,  100 :223-28. 

Nature  Study  Movement.  Education,  24:501- 
503. 

Nature  Study  with  Birds  for  the  Elementary 
School.  Elementary  School  Teacher,  5 :408-18. 


244        MORAL   AND   HUMANE   EDUCATION 

Nature  Study  and  Eeligious  Training.  Educa- 
tion Review,  30 :12-30. 

Nature  Work  in  the  School  Room.  Elementary 
School  Teacher,  6:425-30. 

Plant  and  Animal  Intelligence.  Harper,  107:- 
183-87. 

Queer  Methods  of  Travel.  National  Geographi- 
cal Magazine,  18 :687-715. 

Reindeer  in  Alaska.  National  Geographical 
Magazine,  14:127-48. 

Some  of  our  Immigrants.  National  Geographi- 
cal Magazine,  18 :317-34. 

Study  of  Animals  in  Schools.  Education  Re- 
view, 35:139-47. 

Study  of  Animal  Life.  Its  Place  in  School. 
Education,  24:209-18. 

The  Ant  and  her  Ways.  Scientific  American 
Supplement,  67:404-406. 

The  Extermination  of  the  Mosquito.  Living 
Age,  260:561-63. 

The  Glass  Bottom  Boat.  National  Geographi- 
cal Magazine,  20 :761-78. 

Women  and  Children  of  the  East.  National 
Geographical  Magazine,  18:248-71. 


A  BRIEF  SURVEY  OF  THE  ANTI- 
CRUELTY  MOVEMENT 

THE  ADVANCE-GUARD 

Philosophers,  prophets,  and  geniuses  have, 
from  time  immemorial,  recognized  a  universal  kin- 
ship in  the  unending  series  of  animal  life. 

The  ability  to  suffer  has  been  considered  by 
thinkers  of  depth,  of  truth,  of  insight,  to  be  the 
chain  that  links  not  only  all  classes  of  humanity, 
but  that  binds  our  little  brothers,  the  dumb  cre- 
ation, into  this  bond  of  universal  kinship. 

The  quotations  that  follow  are  selected  merely 
to  illustrate  that  humane  sentiment  towards  ani- 
mals has  not  been  confined  to  one  age,  religion, 
creed,  class,  or  sex: 

I  swear  as  surely  as  the  youthful  Sun  God,  Ea, 
loves  me  .  .  .  it  is  a  viler  thing  to  my  heart 
to  let  the  horses  starve  than  all  the  other  faults 
thou  hast  committed.— A  king  of  25th  Dynasty 
of  Pharaohs— Translation  from  Egyptian  Stone. 

Of  all  and  every  kind  of  sin  which  I  have  com- 
mitted against  the  creatures  of  Ormazd,  as  ... 
the  dogs,  the  birds,  and  the  other  good  creatures 
...  I  repent.— Avesta,  the  Persian  Scriptures. 

He  who  seeking  his  own  happiness,  does  not 
punish  or  kill  beings,  who  also  long  for  happiness, 

245 


246        MORAL  AND   HUMANE  EDUCATION 

will  find  happiness  after  death.— Dhammpada, 
Hindoo  prophet. 

Verily  there  are  rewards  for  our  doing  good  to 
dumb  animals.— Mohammed. 

I  know  all  the  fowls  of  the  mountains,  and  the 
wild  beasts  of  the  field  are  mine. 

For  every  beast  of  the  forest  is  mine,  and  the 
cattle  upon  a  thousand  hills.— Old  Testament. 

Are  not  five  sparrows  sold  for  two  farthings, 
and  not  one  of  these  is  forgotten  before  God.— New 
Testament. 

Hurt  not  animals.— Trip tolemus,  a  Greek  hero, 
alleged  inventor  of  the  plow  and  agriculture. 

Not  so  the  Golden  Age  that  fed  on  fruit. 
Nor  durst  with  bloody  meats  their  mouths  pollute. 
Then  birds  in  airy  space  might  safely  move, 
And  timorous  hares  on  heaths  securely  rove; 
Nor  minded  fish  the  guileful  hooks  to  fear, 
For  all  was  peaceful,  and  that  peace  sincere. 

OVID,  Latin  poet. 

Walther  von  der  Vogelweide,  the  great  lyric  poet 
of  the  Middle  Ages,  so  loved  the  birds  that  he  left 
a  large  bequest  to  the  monks  of  Wurzburg  on  con- 
dition that  they  should  feed  the  birds  every  day 
on  the  tombstone  over  his  grave.— Sarah  J.  Eddy. 

Thou  art  of  blood— joy  not  to  see  things  bleed; 
Thou  fearest  death— think  they  are  loath  to  die. 
Sir  Phillip  Sydney,  17th  century. 


THE   ANTI-CRUELTY   MOVEMENT          247 


MODERN  AUTHORITIES' 

And  I  am  recompensed  and  deem  the  toils 
Of  poetry  not  lost  if  verse  of  mine 
May  stand  between  an  animal  and  woe, 
And  teach  one  tyrant  pity  for  his  drudge. 

COWPER. 

Cruelty  to  animals  is  the  characteristic  vice  of 
a  vulgar,  base  nation  or  individual.— Alexander 
von  Humboldt,  naturalist. 

The  awful  wrongs  and  sufferings  forced  upon 
the  innocent,  helpless,  faithful  animal  race,  forms 
the  blackest  chapter  in  the  whole  world's  history.— 
Edward  Freeman,  historian. 

No  civilization  is  complete  which  does  not  in- 
clude the  dumb  and  defenseless  of  God's  creatures 
within  the  sphere  of  charity  and  mercy.— Queen 
Victoria. 

Society  owes  to  the  horse  a  depth  of  gratitude  a 
thousand  times  greater  than  it  does  to  thousands 
of  men  who  abuse  him.— Henry  Ward  Beecher, 
Protestant  minister. 

Pius  X  (head  of  the  Koman  Catholic  Church) 
has  issued  a  special  blessing  for  all  who  "Protect 
from  abuse  and  cruelty  the  dumb  servants  given 
to  us  by  God.' ' 

Education  of  the  intellect  makes  a  man  individ- 
ual; education  of  the  heart  makes  him  universal.— 
G.  Stanley  Hall,  educator. 

It  is  a  great  gift  of  the  Gods  to  be  born  humane, 
with  a  hatred  for  cruelty  and  injustice.— George 
Eliot,  novelist. 


248        MORAL   AND   HUMANE  EDUCATION 


IN  ENGLAND 

Yet  in  spite  of  this  advance  guard's  standard  of 
righteousness  and  justice,  obvious  as  it  is,  the 
world  at  large  has  been  just  as  slow  in  conforming 
to  it  as  in  other  processes  of  evolution. 

How  slow,  may  be  estimated  by  considering  this 
statement  quoted  from  the  Seventy-fourth  Annual 
Eeport  of  the  Royal  Society  of  London : 

"Whether  from  ignorance,  thoughtlessness, 
heedlessness,  or  wanton  brutality,  animals  were 
subjected  to  extreme  pain  and  torture,  and  their 
condition  failed  to  excite  the  commiseration  of  the 
public.  The  best  classes  of  society  contained  a 
few  persons  only  who  openly  protested  against 
this  cruelty,  while  the  majority  were  engaged  in 
divers  pastimes  that  caused  much  animal  suffer- 
ing, and  regarded  with  scorn  and  indignation  any 
appeal  made  to  them  in  favor  of  the  brutes. 

"Naturally,  the  lower  and  lowest  orders  were, 
therefore,  more  or  less  insensible  to  the  claims  of 
lower  animals;  taking  cue,  as  well  as  example, 
from  their  betters,  they  also  indulged  in  cruel 
sports  and  maintained  a  right  in  man  to  behave  to- 
ward dumb  domestic  dependents  as  he  pleased.  In 
fact,  the  protests  of  humane  people  were  silenced 
by  ridicule  which  came  from  the  platform,  the 
pulpit,  and  the  senate,  as  well  as  from  the  galled 
pens  of  satirists. 

"No  better  instance  can  be  quoted  of  the  pre- 
vailing indifference  of  men  in  even  the  highest 


THE   ANTI-CRUELTY  MOVEMENT  249 

social  position  to  the  feelings  of  animals  than  the 
mocking  treatment  of  the  Peers  when  Lord 
Erskine  stood  up  in  the  House  of  Lords  in  the 
early  part  of  the  present  century  (1811)  to  ask 
for  justice  to  the  lower  creatures  of  God.  In- 
sensible alike  to  his  moderate  demands  and  ap- 
peals for  compassion  and  mercy  to  all  defense- 
less animals  that  man  had  pressed  into  service, 
the  chamber  broke  out  into  open  derision  when 
he  argued  in  favor  of  their  rights  to  humane 
treatment.  It  is  said  that  loud  jeers,  vulgar  ejacu- 
lations, indecorous  demeanor,  and  even  whistling 
and  cock-crowing  were  practically  the  only  reply 
given  to  the  grand  speech  of  this  high-souled  man. 

"The  most  reckless  savage  punishment,  and  the 
most  disgusting  disregard  to  the  bodily  sufferings 
of  animals,  were  exhibited  unconcealed  in  the 
highways  and  streets  daily;  festering  sores,  dis- 
charging wounds,  excruciating  lameness,  and 
totterng  infirmity  called  not  forth  modern  devices 
to  evade  public  reprobation,  and  without  disguise 
the  lash  and  goad  worked  their  bloody  inflictions. 
The  uncombined  efforts  of  a  few  benevolent  in- 
dividuals were  no  check  to  these  evils ;  and  hence 
it  became  necessary  to  establish  a  society  which 
should  unite  the  friends  of  dumb  animal  crea- 
tures. ' ' 

And  so  the  humane  spirit  which  had  been  slowly 
crystallizing  through  the  ages  began  to  take  con- 
crete form  in  laws  and  organizations,  to  secure 


250        MORAL  AND   HUMANE   EDUCATION 

the  rights  of  animals  and  protect  them  against 
cruelty. 

"An  Act  to  Prevent  the  Cruel  and  Improper 
Treatment  of  Cattle, ' '  was  a  statute  introduced  in 
England  in  1822  by  a  Mr.  Martin.  This  was  the 
first  historic  step  of  concrete  action.  In  1824  the 
Society  for  the  Prevention  of  Cruelty  to  Animals 
was  organized  in  England  and  laid  its  plans  of 
campaign  for  progress  through  schools,  press, 
pulpit,  police  force,  and  legal  procedure. 

In  the  course  of  time  the  Queen,  the  nobility, 
and  members  of  both  houses  of  Parliament  be- 
came patrons  of  the  society ;  and  in  1840  the  word 
Eoyal  was  affixed  to  its  name. 

"In  1835  the  Society  obtained  an  amendment  of 
Martin's  Act;  ...  In  1849  a  new  and  much 
improved  act  for  the  more  effectual  prevention  of 
cruelty  to  animals ;  and  in  1854  an  act  prohibiting 
the  use  of  dogs  as  beasts  of  draft  and  burden 
through  England;  and  recently  many  other  good 
Acts  of  Parliament. ' ' 

IN  AMERICA 

The  following  record  is  taken  bodily  from  the 
Forty-Fourth  Annual  Keport  of  the  American 
Society  for  the  Prevention  of  Cruelty  to  Animals : 

6 1  The  first  society  organized  in  America  for  the 
protection  of  animals  was  the  American  Society 
for  the  Prevention  of  Cruelty  to  Animals,  its 
founder  and  first  president  being  the  late  Henry 
B'ergh,  to  whose  noble  self-sacrifices  and  untiring 


THE  HOUSE  FLY. 


CAT  and  DOG  FLEA. 


ENLARGED  STUDIES. 


THE  ANTI-CRUELTY   MOVEMENT  251 

energies  the  cause  of  animal  protection  in  this 
country  owes  its  origin.  The  history  of  the  So- 
ciety, therefore,  is  practically  an  account  of  the 
inception  and  development  of  the  work  of  animal 
protection  in  America. 

"In  1862  Mr.  Bergh  was  appointed  secretary  of 
Legation  at  St.  Petersburg.  While  in  Russia  he 
found  himself  on  several  occasions  constrained  to 
interfere  in  cases  of  atrocious  cruelty,  and,  but 
for  his  official  position,  he  would  have  been  ex- 
posed to  personal  violence.  His  attention  was 
thus  directed  to  the  subject  of  humanity  to  the 
brute  creation,  and  while  in  London  on  his  way 
home  in  1865,  he  made  the  acquaintance  of  John 
Colam,  Esq.,  secretary  of  the  Eoyal  Society  for 
the  Prevention  of  Cruelty  to  Animals,  who  gave 
him  much  valuable  information  concerning  the  op- 
erations of  that  Society  in  England.  On  Mr. 
Bergh 's  arrival  at  home,  he  found  that  no  similar 
society  existed  in  this  country,  and  he  immediately 
devoted  himself  to  the  establishment  of  a  society 
for  the  United  States.  At  the  outset  the  proposi- 
tion met  with  little  encouragement,  and  without 
the  assistance  of  the  press  it  might  probably  have 
failed.  On  February  8,  1866,  Mr.  Bergh  delivered 
a  lecture  in  Clinton  Hall,  in  which  he  pleaded  his 
cause  with  such  force  of  argument  and  such 
warmth  of  eloquent  conviction,  that  expressions 
of  sympathy  and  offers  of  assistance  were  freely 
made  by  persons  in  attendance.  The  press  then 
lent  its  powerful  aid,  the  lecture  was  published  in 


252        MORAL  AND   HUMANE  EDUCATION 

whole  or  in  part  in  all  the  great  cities  of  the  coun- 
try; public  sentiment  in  favor  of  Mr.  Bergh's 
movement  was  quickly  aroused,  and  on  April  10, 
1866,  'The  American  Society  for  the  Prevention 
of  Cruelty  to  Animals'  was  incorporated  by  the 
Legislature  of  the  State  of  New  York.  Among  the 
original  charter  members  of  the  Society  were 
many  of  the  most  eminent  citizens  in  the  city  and 
state  of  New  York. 

"On  the  19th  of  April,  in  the  same  year,  Mr. 
Bergh  secured  the  passage  by  the  Legislature  of 
New  York  of  the  first  law  ever  enacted  in  this 
country  for  the  protection  of  animals.  It  provided 
that '  every  person  who  shall,  by  his  act  or  neglect, 
maliciously  kill,  maim,  wound,  injure,  torture,  or 
cruelly  beat  any  horse,  mule,  cow,  cattle,  sheep  or 
other  animal,  belonging  to  himself  or  another, 
shall,  upon  conviction,  be  adjusted  guilty  of  a  mis- 
demeanor. ' 

"On  the  22nd  of  April  a  meeting  was  held  in 
Clinton  Hall  for  the  purpose  of  effecting  a  per- 
manent organization,  and  at  that  meeting  the  first 
society  for  the  protection  of  animals  in  this  coun- 
try came  into  active  existence.  The  purpose  of 
the  association,  as  set  forth  in  its  constitution,  was 
'to  provide  effective  means  for  the  prevention  of 
cruelty  to  animals  throughout  the  United  States, 
to  enforce  all  laws  which  are  now,  or  may  here- 
after be,  enacted  for  the  protection  of  animals, 
and  to  secure,  by  lawful  means,  the  arrest  and 
conviction  of  all  persons  violating  such  laws. '  As 


THE  ANTI-CRUELTY  MOVEMENT  253 

a  matter  of  fact,  the  only  law  of  that  kind  then  to 
be  found  on  the  statute  books  of  the  states  of  the 
Union  was  that  which  had  been  passed  by  the 
Legislature  of  New  York  nine  days  after  the  in- 
corporation of  the  Society.  Within  twelve  months, 
however,  another  'act  for  the  more  effectual  pre- 
vention of  cruelty  to  animals'  was  passed  by  the 
Legislature  of  the  same  state ;  and  from  time  to 
time  additions  have  been  made  to  it,  so  that  there 
is  now  hardly  a  phase  of  cruelty  which  the  Society 
has  not  the  legal  power  to  prevent  within  the 
boundaries  of  the  state  of  New  York.  The  legal 
definition  of  the  word  'animal'  now  includes  every 
living  creature  except  members  of  the  human  race, 
and  the  words  ' torture'  and i  cruelty'  include  every 
act,  omission,  or  neglect  whereby  unjustifiable 
physical  pain,  suffering,  or  death  is  caused  or 
permitted." 

HENRY  BERGH 

One  word  about  this  creative  character. 

The  name  of  Henry  Bergh  is  to  the  cause  of 
animal  justice  what  Wilberf orce 's  in  England, 
and  Lincoln's  in  America  is  to  the  cause  of  anti- 
slavery.  No  great  reformer  accomplishes  his  spe- 
cial purpose  without  benefiting  the  general  prog- 
ress of  humanity. 

This  is  illustrated  by  the  life  of  Bergh  as  it  is 
by  that  of  Wilberforce  and  of  Lincoln.  Not  only 
the  once  shackled  negro  and  the  tortured  dumb 
creature  are  the  grateful  recipients  of  their  heroic 
action  and  moral  courage,  but  to  them  every  na- 


254        MORAL  AND  HUMANE   EDUCATION 

tion  owes  its  obligation  for  the  raising  of  the  stan- 
dard of  justice  in  judgment  and  nobility  in  action, 
—for  the  impetus  to  human  aspirations  and  ideals. 
May  the  name  of  Bergh,  with  those  of  Wilber- 
force  and  Lincoln,  be  enshrined  in  every  nation's 
Temple  of  Fame ! 

STATE  AND  LOCAL  ORGANIZATIONS 

The  Pennsylvania  Society  was  the  second  or- 
ganization, 1867 ;  the  work  of  this  society,  as  also 
that  of  the  Women's  Pennsylvania  Society,  is  es- 
pecially noted  for  its  efforts  along  constructive 
lines, — good  educational  work,  advanced  legisla- 
tion, and  practical  help,  as  introducing  proper 
harness  and  bits,  abolishing  the  check-rein,  and 
providing  ambulance  and  derrick  for  disabled  ani- 
mals. 

The  Massachusetts  Society  comes  third  in  or- 
der, 1868.  This  is  one  of  the  most  active  and  force- 
ful in  the  United  States,— along  educational  lines, 
progressive  legislation,  and  popular  agitation  and 
support. 

The  New  Hampshire  law  gives  the  officer  mak- 
ing an  arrest  for  cruelty  the  right  to  seize  the  ani- 
mal, notifying  the  owner,  and  to  kill  it  if  disabled, 
or  to  hold  it  as  security  for  proper  damages. 

Colorado  has  established  a  State  Bureau  of 
Child  and  Animal  Protection.  This  state  by  its 
modern  progressive  methods  of  humane  activity, 
its  humane  educational  work  in  the  schools,  and 
its  system  of  volunteer  workers,  has  gained  for 


THE   ANTI-CRUELTY  MOVEMENT  255 

itself  a  unique  reputation  as  one  of  the  most  ad- 
vanced communities  in  anti-cruelty  work  in  the 
world. 

Wyoming  also  has  a  State  Bureau  of  Animal 
and  Child  Protection. 

There  are  at  present  three  hundred  and  fifty-one 
local  humane  societies  in  the  United  States.  Most 
of  these  are  composed  of  private  individuals  and 
operated  by  them,  permission  being  obtained  from 
the  State  legislature  to  so  organize.  Their  ac- 
tivity extends  throughout  the  state  with  central 
headquarters  and  localized  branches ;  or  they  are 
local  in  their  jurisdiction. 

The  significance  of  this  organization  and  the 
need  that  also  still  exists  is  so  well  expressed  in 
the  Forty-Fourth  Annual  Report  of  the  American 
Society  for  the  Prevention  of  Cruelty  to  Animals 
that  again  we  submit  an  extract  from  it : 

''The  establishment  of  these  and  other  organ- 
izations has  presented  an  increased  interest  in 
humane  work  which  has  found  a  practical  ex- 
pression in  the  legislation  of  nearly  every  state 
in  the  Union.  At  this  date  there  is  not  a  single 
state  in  which  cruelty  of  any  kind  is  not  forbidden 
by  the  law,  under  stringent  penalties  for  disobedi- 
ence. Some  defects  continue  to  exist  of  course; 
but,  speaking  broadly,  it  may  be  said  that  laws  on 
this  subject  are  good.  What  is  now  required  is 
that  the  great  mass  of  the  people  shall  be  edu- 
cated into  sympathy  with  the  humanity  of  the 
law. 


256        MORAL  AND  HUMANE  EDUCATION 


HUMANE   EDUCATION  WORK 

The  American  Humane  Education  Society, 
whose  headquarters  are  in  Boston,  was  founded, 
1889,  by  George  T.  Angell,  who  was  its  president 
until  he  died  in  1909. 

George  T.  Angell,  so  faithful,  so  arduous,  so 
well-beloved,  so  famous,  has  a  unique  and  inter- 
esting niche  in  the  Hall  of  Fame. 

He  is  the  originator  of  the  great  Band  of  Mercy 
scheme  by  which  children  all  over  the  country  are 
united  into  groups  under  leaders,  and  educated  in 
morals  and  humanity. 

The  scope  of  the  influence  of  such  basic,  con- 
structive work  is  immeasurable. 

California  has  a  Humane  Education  Asso- 
ciation whose  headquarters  are  in  San  Francisco. 

The  Rhode  Island  Humane  Education  Society  is 
an  organization  which  carries  humane  education 
directly  into  the  public  schools  of  the  state.  By 
an  arranged  co-operation  between  the  school  au- 
thorities and  the  official  workers  of  the  Society, 
who  are  professional  educators,  the  latter  go 
into  the  schools  and  give  to  the  pupils  correct 
knowledge  of  animal  life  and  its  economic  and 
civic  relationship  to  human  society. 

Fourteen  states  in  the  Union  have  laws  mak- 
ing instruction  in  the  habits,  lives,  usefulness,  and 
rights  of  animals  part  of  the  school  curriculum. 

One  department  of  the  Women's  Christian  Tem- 
perance Union  is  waging  an  active  campaign 


THE  ANTI-CRUELTY  MOVEMENT  257 

through,  legislation,  agitation,  and  education,  in 
the  different  states,  with  a  view  to  welding  the 
schools  and  humane  education. 

AUDUBON    SOCIETY 

Audubon  Societies  have  been  formed  in  many 
localities,  specializing  on  the  protection  of  birds ; 
the  National  Association  of  them  has  its  head- 
quarters in  New  York  City.  Their  work  is  mainly 
education,  both  of  the  public  at  large  and  of  chil- 
dren, but  legislation  is  also  a  part  of  their  cam- 
paign. Each  state  has  its  branch  of  this  organ- 
ization, working  according  to  local  conditions  and 
laws. 

BIRD   DAY 

Professor  C.  A.  Babcock,  superintendent  of 
schools,  Oil  City,  Pennsylvania,  originated  Bird 
Day,  and  first  celebrated  it  in  the  schools  under 
his  charge  in  1894. 

The  United  States  Departenmt  of  Agriculture 
issued  in  1896  a  circular  suggesting  that  a  Bird 
Day  "to  be  devoted  to  instructing  the  children  in 
the  value  of  our  native  birds,  and  the  best  means 
of  protecting  them,  might  with  propriety  Nbe  added 
to  the  school  calendar."  Most  of  the  states  now 
have,  through  their  Legislature,  set  aside  Bird 
Day,  which  the  schools  are  to  observe  by  proper 
exercises. 

THE  AMERICAN  HUMANE  ASSOCIATION 

The  American  Humane  Association  is  an  or- 
ganized federation  of  humane  societies  in  the 


258        MORAL  AND   HUMANE   EDUCATION 

United  States.  It  meets  annually  and  is  attended 
by  delegates  from  these  societies  and  interested 
individuals.  Its  purpose  is  to  bring  together  for 
discussion  and  work  those  interested  in  child  and 
animal  protection,  to  promote  the  further  organ- 
ization of  local  societies,  and  to  represent  humane 
interests  in  the  laws  made  by  the  federal  govern- 
ment, and  those  humane  interests  that  would  not 
fall  to  the  supervision  of  any  one  particular  state, 
such  as  cattle  transportation. 

Its  headquarters  are,  Humane  Society  Build- 
ing, Albany,  New  York. 

The  first  convention  was  in  1874.  There  have 
since  been  held  thirty-three  meetings,  a  few  years 
having  been  missed. 

VIVISECTION 

There  are  several  societies  in  the  United  States 
organized  especially  to  prevent  or  restrict  the 
practice  of  vivisection.  Among  these  are : 

1.  The  National  Society  for  Humane  Eegula- 
tion  of  Vivisection.    Headquarters,  Washington, 
District  of  Columbia. 

2.  American  Anti- Vivisection  Society.     Phila- 
delphia, Pennsylvania. 

3.  New   York   Anti- Vivisection    Society.     New 
York  City. 

4.  New     England     Anti- Vivisection      Society. 
Boston,  Massachusetts. 

5.  California    Anti- Vivisection    Society.      Los 
Angeles,  California. 


THE   ANTI-CRUELTY  MOVEMENT  259 

6.  Society  for  the  Prevention  of  Abuse  in  Ani- 
mal Experimentation.    Brooklyn,  New  York. 

7.  Maryland  Anti- Vivisection   Society.     Balti- 
more, Maryland. 

HENRY  BEEGH  FUND 

Information  regarding  this  subject  is  so  con- 
cisely given  in  the  Thirty-Third  Annual  Eeport  of 
the  American  Humane  Association  through  the 
copy  of  a  letter  from  Professor  Eoswell  McCrea, 
who  was  appointed  to  take  charge  of  the  work  of 
the  Fund,  that  the  copy  of  the  letter  is  submitted. 

"As  you  know,  the  Henry  Bergh  Fund  was 
given  to  Columbia  University  more  than  a  year 
ago.  It  was  the  purpose  of  the  donor  that  the 
money  so  given  should  be  used  in  establishing 
some  form  of  university  work  along  humane  lines, 
in  memory  of  Henry  Bergh.  The  definite  uses  to 
which  this  fund  shall  be  put  have  not  yet  been 
determined.  Up  to  the  present  time  we  have  un- 
dertaken two  lines  of  work.  In  the  first  place, 
a  course  of  public  lectures  was  given  during  the 
early  months  of  1909.  These  lectures  aimed  to 
cover  various  aspects  of  work  that  may  properly 
be  called  humane.  The  other  line  of  work  under- 
taken has  been  an  investigation  of  the  work  of 
humane  societies.  This  I  have  been  pursuing  dur- 
ing the  past  year,  and  the  results,  I  hope,  will  be 
available  within  a  few  months.  I  have  confined 
my  work  largely  to  a  descriptive  survey  of  the 
work  of  societies  for  the  prevention  of  cruelty  to 


260        MORAL  AND  HUMANE  EDUCATION 

animals  in  the  United  States.  This  includes  a 
summary  of  the  provisions  of  state  and  terri- 
torial laws  for  the  prevention  of  cruelty.  Work 
for  children  is  included  only  far  enough  to  give 
some  indication  of  the  various  types  of  work  be- 
ing done  by  various  humane  societies. 

As  for  the  future  plans  of  the  Foundation,  little 
can  yet  be  said.  It  would,  of  course,  be  desirable 
to  establish  university  courses,  if  possible,  deal- 
ing with  work  for  the  prevention  of  cruelty,  but 
the  character  of  this  work  is  such  that  it  is  a  mat- 
ter of  great  difficulty  to  adapt  it  to  the  require- 
ments of  the  university  curriculum.  It  is  quite 
likely,  however,  that  public  lectures  will  be  given 
on  various  aspects  of  work  for  animals,  and  it  is 
an  added  possibility  that  children's  work  will  be 
handled  as  part  of  the  general  work  on  social 
economy  already  given  in  the  University.  Beyond 
this  I  can  say  nothing." 

The  desriptive  survey  of  the  humane  move- 
ment here  referred  to  came  off  the  press  in  Feb- 
ruary, 1910,  under  the  title  of  The  Humane  Move- 
ment, and  may  be  had  from  the  Macmillan  Com- 
pany, New  York. 

It  presents  a  careful  inquiry  into  the  work  pur- 
sued by  the  various  anti-cruelty  societies,  espe- 
cially with  reference  to  work  for  animals,  and 
gives  the  anti-cruelty  laws  that  obtain  in  the  dif- 
ferent states. 


THE  ANTI-CRUELTY  MOVEMENT  261 


ADDBESS   TO  TEACHERS,  CITIZENS,   AND   CHILDREN. 

Teachers,  citizens,  children,  will  you  not  take 
up  this  noble  effort  of  humanitarianism  to  the  most 
helpless  and  the  most  friendless,  as  yet,  of  all  the 
orders  of  society  which  need  protection? 

The  royalty  of  service  entitles  them  to  our 
gratitude,  the  helplessness  of  their  condition  to  our 
pity,  the  innocence  of  their  lives  to  our  love,  and 
the  miseries  of  their  fate  to  our  compassion. 

Teachers,  be  advance  guards  of  the  "new  edu- 
cation. " 

Citizens,  support  the  humane  laws  of  your  state, 
give  assistance  to  your  Anti-Cruelty  Society,  and 
organize  for  further  growth  and  action  in  humane 
work. 

Children,  learn  about  these  societies  that  exist 
in  your  community,  help  them  by  reporting  to 
them  cases  of  cruelty,  obey  their  regulations,  re- 
strain other  children  who  are  inclined  to  break 
them,  study  the  lives  and  usefulness  of  these  little 
brothers  and,  studying,  learn  to  love  them. 


A  BRIEF  REVIEW  OF  CHILD- 
SAVING  WORK 

Hardly  had  Henry  Bergh  succeeded  in  launch- 
ing his  memorable  crusade  in  behalf  of  defense- 
less animals  when,  in  1874,  he  was  confronted  with 
this  problem :  Mrs.  Walker,  a  kind-hearted  woman 
living  in  the  same  house  with  an  inhuman  female 
by  the  name  of  Connolly,  came  to  him  to  complain 
about  the  dreadful  abuse  heaped  upon  a  foster 
child  of  this  woman  by  the  name  of  Mary  Ellen, 
who  was  kicked,  cuffed,  and  mutilated  with  a  pair 
of  large  shears  until  she  was  maimed  and  dis- 
figured. 

Mr.  Bergh  cAst  about  for  an  agency  that  might 
investigate  the  facts  in  the  case  for  the  purpose  of 
prosecuting  this  woman  and  taking  little  Mary 
out  of  her  custody.  He  could  not  find  any  existing 
society  to  undertake  the  work,  so  he  concluded 
that,  for  the  purpose  of  effecting  justice,  he  would 
consider  her  as  belonging  to  the  animal  kingdom 
and  thus  extend  the  protecting  arms  of  his  society 
around  the  child. 

After  Mary  was  rescued  and  the  Connolly 
woman  sentenced  to  prison,  Mr.  Bergh  at  once 
set  about  assisting  in  the  organization  of  the  New 
York  Society  for  the  Prevention  of  Cruelty  to 


CHILD-SAVING   WORK 263 

Children,  of  which  he  became  the  vice-president. 
This  society  is  one  of  the  strongest  and  best  known 
humane  societies  for  children  in  the  world  and  is 
sometimes  erroneously  called  the  Grerry  society, 
owing  to  the  long  and  intimate  relationship  of  Mr. 
Elbridge  T.  Gerry  with  the  society  as  its  presi- 
dent. 

Similar  humane  societies  for  children  have  been 
established  in  most  of  the  larger  eastern  cities, 
but,  in  the  western  states  and  in  the  smaller 
cities  throughout  the  country,  the  practice  has 
been  to  unite  the  work  on  behalf  of  children  and 
animals  in  one  organization,  chiefly  for  reasons  of 
economy. 

During  many  years  these  societies  have  been 
doing  splendid  service  in  rescuing  children  from 
lives  of  cruelty  and  vice,  and  have  succeeded  in 
placing  many  effective  laws  upon  our  statute 
books  for  the  protection  of  chil  Iren  from  these 
influences. 

In  the  course  of  time,  with  the  growth  of  social 
consciousness  and  the  education  of  the  masses  to 
American  standards  of  living,  the  grosser  forms 
of  cruelty  have  diminished,  and  specialized  agen- 
cies have  taken  up  those  phases  of  humane  work 
that  humane  societies  found  beyond  their  scope 
and  power  fully  to  develop. 

Thus,  we  have  the  system  of  state  factory  in- 
spection to  restrict  child  labor;  the  playground 
movement  to  promote  healthy  recreation  for  chil- 
dren; the  truancy  departments  to  compel  the  at- 


264        MORAL  AND   HUMANE  EDUCATION 

tendance  of  children  at  school ;  the  juvenile  court 
movement,  providing  a  separate,  more  elastic,  and 
more  just  method  of  dealing  with  delinquent  and 
dependent  children;  children's  aid  societies  and 
juvenile  protective  leagues,  tending  to  create  a 
healthy  environment  for  child  life,  both  by  prose- 
cuting offenders  and  by  constructive  club  work 
among  children ;  special  institutions  for  the  treat- 
ment of  delinquent,  dependent,  truant,  backward, 
and  sickly  children. 

All  of  these  institutions  may  justly  be  re- 
garded as  offsprings  of  the  humane  society  prin- 
ciple, but  in  some  cases  there  is  a  conflict  of  scope 
and  an  overlapping  of  jurisdiction  with  the  old- 
line  humane  society.  For  instance,  in  some  states 
the  factory  inspector  not  only  has  the  power  to 
prosecute  employers  of  children  under  the  legal 
age  but  also  has  for  his  duty  the  prosecution  of 
employers  who  expose  children  to  cruel  physical 
conditions,  dangerous  to  life  and  limb. 

The  scope  of  humane  societies  for  children 
through  the  country  also  varies  with  reference  to 
the  definition  of  the  word  cruelty.  In  most  of  the 
large  cities  we  find  that  there  is  a  strict  construc- 
tion on  the  word,  confining  it  to  acts  of  physical 
violence  to  the  child,  while  in  many  of  the  smaller 
cities  cognizance  is  taken  of  the  milder  forms  of 
neglect  that  eventually  lead  to  physical  abuse. 
Some  of  these  societies  go  s'o  far  as  to  provide 
material  relief  in  cases  of  distress  and  thus  take 
the  place  of  a  charity  society  where  none  exists. 


CHILD-SAVING  WORK  265 

When  the  juvenile  court  movement  sprang  into 
power,  about  1899,  the  necessity  for  supervisory 
and  probation  officers  was  met  in  most  of  the 
larger  eastern  cities  by  the  humane  societies  for 
children  who  already  had  most  of  the  machinery 
necessary  to  put  the  law  into  operation. 

In  the  western  cities,  where  the  humane  socie- 
ties for  children  were  weak  or  non-existent,  the 
juvenile  court  at  first  provided  volunteer  proba- 
tion officers  and  later  established  a  system  of  paid 
probation  officers  that  are  now  doing  much  of 
the  work  that  formerly  had  to  be  done  by  humane 
society  agents. 


BLANK   FORM   FOR   MAKING 
COMPLAINT  TO  THE  LO- 
CAL ANTI-CRUELTY 
SOCIETY 


Date.. 

To  the  Anti-Cruelty  Society  of , 

Please  investigate; 

1 

Kind  of  Animal 

2. 

Description  as  to  Age,  Color,  etc. 

3 

Where  seen 

4 

When 

5 

Name  of  Owner 

6 

Address 

7 

Name  of  Driver 

8 

Address 


BLANK  FORM   FOR  COMPLAINT  267 


9 

Nature  of  Trouble 

10 

What  No.  5  or  No.  7  Say  about  It. 

11 

Description  of  Vehicle 

12 

Names  and  Addresses  of  Witnesses 


Signed 
Address   , 


WAYS  OF  PROMOTING  HU- 
MANE EDUCATION  OUT- 
SIDE THE  SCHOOLS 

CHILDKEN'S  WOBK 

In  communities  where  humane  education  is 
not  regularly  constituted  a  part  of  the  public- 
school  course,  those  interested  in  its  promotion 
should  classify  the  city  or  community  into  dis- 
tricts with  the  various  schools  as  nuclei. 

A  place  of  meeting  should  be  selected  in  each 
district.  These  places  might  be  a  room  in  the 
public  library,  Y.  M.  C.  A.  building,  the  school- 
house,  church,  private  home,  or  hired  hall. 

The  children  of  the  school  or  schools  which  are 
the  centers  of  the  districts,  should  be  invited  to 
come  to  the  respective  meeting  places,  and  the  offi- 
cials of  the  schools  be  urged  to  co-operate  in  the 
work  of  their  district. 

Each  group  of  children  should  be  under  the 
guide  of  an  adult  volunteer  worker;  and  all  the 
groups  under  the  leadership  of  one  general  leader 
in  order  to  promote  harmony  and  a  systematized 
unification  of  the  work. 

After  organizing  on  the  same  general  parlia- 
mentary plan  throughout  the  several  districts,  the 
educational  work  should  be  carried  out  by  follow- 

268 


OUTSIDE  THE  SCHOOLS  269 

ing  a  prepared  outline,  also  uniform  throughout 
the  districts  in  its  main  features.  This  outline 
should  consist  of  a  list  of  monthly  subjects  to 
guide  the  character  of  the  work  for  each  month,  as 
in  the  " Graded  Course  of  Study "  of  this  Manual; 
and  the  work  should  be  carried  out  as  closely  along 
the  same  educational  lines  as  indicated  in  the 
course  as  can  be  done  by  a  group  not  classified  as 
to  age  and  grade. 

ADULT    WOKK 

Mothers  should  instruct  their  children  in  hu- 
manity. 

Humane  education  organizations  (including 
schools)  should  have  a  Mothers'  Day  to  instruct 
mothers  how  to  teach  their  children  in  this  respect. 

Sunday  schools  should  present  such  humane 
education  as  is  based  on  their  religious  denomina- 
tion. 

Ministers  should  recognize  the  universal  kinship 
of  life  in  their  interpretation  of  man's  relation 
to  God. 

Women's  civic  organizations  should  have  one 
program  at  least  devoted  to  the  rights,  civic  and 
ethical,  of  the  dumb  servers  of  the  community. 

Humane  organizations  and  individuals  should 
institute  prize  competitions  for  essays  on  humane 
subjects  and  rewards  for  heroic  acts  of  kindness 
to  animals  and  their  cause;  they  should  operate 
night  schools  for  humane  instruction  among  team- 
sters' unions  and  federations  of  teamsters'  em- 


270        MORAL  AND  HUMANE  EDUCATION 

ployers ;  they  should  establish  bureaus  for  public 
lectures  with  stereopticon  slides  appropriate  to 
the  cause. 

And  I  would  further  suggest  that,  until  the  time 
comes  when  the  federal  government  will  assume 
a  national  humane  department,  all  the  humane  or- 
ganizations and  individuals  of  our  country  unite 
in  establishing  a  central  national  bureau. 

The  character  of  this  bureau  would  bear  the 
same  relation  to  the  cause  of  animal  protection  as 
the  Eussell  Sage  Foundation  to  sociology  and 
philanthropy. 

Its  purposes  would  be:— 

1.  Scientific  investigation  into  the  problems  of 
animal  protection. 

2.  Dissemination  of  the  results  of  this  investiga- 
tion. 

3.  Investigation  into,  and  relief  of,  situations 
causing  suffering  of  animals,  not  reached  by  state 
organizations. 

4.  Promotion  of  federal  humane  legislation. 

5.  Establishing  scholarships  in  universities  for 
the  study  of  animal  protection. 

6.  Eaising  funds  for  the  expenses  of  this  bu- 
reau. 

This  bureau  would,  in  many  respects,  be  similar 
to  the  American  Humane  Association;  it  would 
differ  from  it  in  having  hired  officials  devoting 
their  entire  professional  time  to  the  work,  and 
in  having  a  fixed  official  establishment. 

In  the  meantime  every  individual  act  done  in 


OUTSIDE  THE  SCHOOLS  271 

humanity's  cause,  every  chance  word  spoken  or 
written  for  love  and  service,  every  reproof  for 
cruelty,  every  praise  for  positive  kindness,  helps 
in  this  onward  march  towards  the  Excelsior 
Heights. 

May  all  action,  all  struggle,  all  self-sacrifice  in 
humanity's  progression,  be  an  outward  expres- 
sion of  George  Eliot's  prayer,— 

"May  I  reach 

That  purest  heaven, — be  to  other  souls 
The  cup  of  strength  in  some  great  agony, 
Enkindle  generous  ardor,  feed  pure  love, 
Beget  the  smiles  that  have  no  cruelty." 


FIRST  SUPPLEMENT 

EXPLANATORY    NOTES   TO    MONTHLY   OUTLINES    IN 
THE  GRADED  COURSE  OF  STUDY 

(  To  precede  study  of  Chapter  IV.) 

LABOR 

In  September  the  subject  of  Labor  is  especially  appro- 
priate because: 

1.  Labor  Day  comes  in  this  month. 

2.  The  children  renew  their  regular  school  labor  of 
the  year  then. 

3.  The  harvest  time  seems  to  suggest  a  period  of 
labor  and  activity  on  the  part  of  those  whose  occupation 
is  related  to  the  farm  and  even  on  the  part  of  Nature 
herself  in  preparation  for  the  rigors  of  Winter. 

LABOR  IN  ITS  SOCIAL  RELATIONS. 

In  real  life  we  experience  things  in  relation  to  each 
other;  that  is  the  way,  then,  the  child  should  study 
things,  in  relation  to  each  other. 

By  studying  the  labor  of  the  horse,  for  instance,  with 
that  of  human  labor  in  community  life,  the  child  gets 
the  conception  of  the  interdependence  of  different  forms 
of  labor.  The  horse  labors  for  others,  it  is  a  useful  mem- 
ber of  the  community,  it  has  limitations  of  endurance, 
sensibility  to  pain  and  deprivation,  it  has  certain  rights, 
moral  and  legal. 

This  study  gives  the  child  at  the  start  the  altruistic 
instead  of  the  egotistic  viewpoint  and  he  will  grow  up 
with  the  basic  recognition  that  different  forms  of  life  are 
interdependent,  that  all  have  their  uses  and  all  have  their 
rights.  (It  will  be, time  to  differentiate  in  values  later 
on.) 

272 


FIRST   SUPPLEMENT  273 

Bring  out  the  idea : 

1.  Of  the  relation  between  each  laborer's  particular 
work  and  the  physical  structure,  natural  strength,  in- 
stinct, skill,  and  power  of  the  laborer. 

2.  The  economic  and  ethical  phases  of  co-operation 
among  the  laborers  of  each  center  of  industry. 

The  home — 

The  labor  of  father  in  supporting  family. 

The  labor  of  mother  in  caring  for  children  and  house- 
hold. 

The  labor  of  children  in  helping  in  home,  yard,  farm, 
etc. 

The  labor  of  housedog  in  protecting  the  household. 

The  labor  of  family  horse  in  carrying  and  transporting. 
The  neighborhood  community — 

The  labor  of  farmer,  horses,  and  dogs  (especially  Shep- 
herd). 

The  labor  of  grocer  and  horse. 

The  labor  of  butcher  and  horse. 

The  labor  of  baker  and  horse. 

The  labor  of  milkman  and  horse. 

The  labor  of  garbage  collector  and  horses. 

The  labor  of  street  sprinkler  and  horses. 

The  labor  of  policeman  and  patrol  horses. 

The  labor  of  fire  department  and  fire  horses. 

The  labor  of  postmen  and  rural  route  horses. 
Lumber  camps,  mines,  mountain  regions — 

The  labor  of  men,  children,  horses,  mules,  burros,  sledge 
dogs. 

LABOR  IN  ITS  ETHICAL  BEARINGS. 

It  is  a  part  of  the  plan  of  both  Nature  and  Society 
that  all  that  live  in  the  right  way  should  labor.  There- 
fore, those  who  do  not  labor  are  those  who  are  abnormal 
or  weak  either  physically,  mentally,  or  morally. 

Ethical  points  to  be  brought  out  and  developed  in 
class  in  proportion  to  the  grade — 

a.  Laziness :  a  moral  disease  that  prevents  its  victim 
from  properly  laboring. 

b.  Nobility  of  labor :    Labor  is  ennobling  whatever  its 


274       MORAL  AND  HUMANE  EDUCATION 

form ;  there  is  no  such  thing  as  menial  labor ;  there  must 
be  varieties  of  labor;  ''The  humblest  workman  has  his 
place  which  no  one  else  can  fill. ' ' 

c.  "The  laborer  is  worthy  of  his  hire";  the  laborer 
must  be  rewarded  either  in  money  wage — or  return  of 
labor  or  support  and  care ;  in  whatever  way  it  comes,  the 
reward  is  a  right;  this  right  should  be  recognized  and 
to  withhold  it,  no  matter  how  humble  the  laborer,  is  a 
wrong — it  is  stealing  what  belongs  to  him. 

d.  Labor  wage :     Most  laborers  perform  their  work 
for  the  good  it  brings  themselves;  this  is  commendable. 
But  some  who  labor  are  serving  others ;  this  is  even  more 
commendable ;  serving  others  is  unselfishness ;  it  is  more 
than  a  duty,  it  is  a  virtue.     A  father's  work  for  his 
family,  a  mother 's  care  for  her  children,  are  noble  forms 
of  labor.     The  work  of  many  animals  is  based  on  love. 
All  domestic  animals  serve  others.    How  doubly  noble  is 
the  labor  of  love ! 

e.  The  wages  of  our  dumb  laborers  is  food,  shelter, 
care,  protection,  love  and  gratitude ;  these  wages  are  their 
rights;  to  bestow  them  is  not  generosity,  it  is  simply  a 
duty ;  to  withhold  or  even  stint  them  is  not  only  ingrati- 
tude and  selfishness,  but  stealing.    He  who  accepts  and 
profits  by  the  labor  of  a  horse,  mule,  dog,  or  other  dumb 
servitor  and  does  not  give  it  its  wages  of  food,  care, 
shelter,  protection,  love,  and  gratitude,  is  cheating  and 
stealing  from  a  laborer  who  cannot  help  himself. 

THE  Civic  AND  LEGAL  PHASES  OF  LABOR. 

Not  only  is  the  wage  of  the  laborer  a  right  but  also 
proper  conditions  under  which  the  labor  is  performed. 

To  supervise,  regulate,  and  enforce  the  rights  of  labor- 
ers, the  government  (city,  state,  or  federal)  makes  laws 
and  creates  offices.  There  are  also  organizations  whose, 
especial  work  is  to  enforce  these  rights. 

Under  this  phase  of  the  subject,  not  only  bring  out  the 
civic  and  legal  requirements  as  they  exist  in  the  state  and 
society,  but  develop  the  initiative  of  the  pupils  by  discus- 
sion as  to  what  they  can  do  individually  in  making  right 
conditions  and  also  as  to  what  laws  and  conditions  ought 
to  exist  to  give  labor  its  rights. 


FIRST   SUPPLEMENT  275 

HARVEST   FRUIT— FALD  BIRDS— FALL 
MIGRATION 

SHADE  TREES— SPRING  BIRDS— SPRING 
MIGRATION 

The  subjects  and  outlines  for  October  and  April  are 
corollary  to  each  other.  The  one  should,  therefore,  be 
studied  with  relation  to  the  other,  not  only  because  of 
their  general  similarity  in  subject  matter  but  also,  on 
account  of  this  similarity,  to  prevent  duplication. 

In  schools  where  the  session  lasts  less  than  ten  months, 
it  may  be  suggested  to  combine  the  study  of  these  two 
months  by  giving  half  of  the  material  of  each  month  on 
points  that  are  opposite  on  account  of  the  two  opposing 
seasons  of  the  year,  and  by  eliminating  the  repetition  of 
facts  of  the  two  months  where  material  is  the  same. 

Between  trees  and  birds  there  is  a  natural  tie ;  in  the 
scheme  of  life  the  two  orders  are  of  mutual  assistance 
to  one  another;  also,  they  are  both  of  assistance  in  the 
scheme  of  life  to  man;  for  these  reasons  these  subjects 
are  put  together. 

In  the  fall  of  the  year  the  fruit  trees  are  the  appro- 
priate subject  for  the  season  and  in  the  spring  trees  that 
give  shade  are  the  seasonal  subject.  Arbor  and  Bird 
Day  coming  in  April  by  the  civic  enactment  of  most 
states  makes  an  additional  reason  for  the  above  April 
subject. 

BIRDS. 

On  account  of  the  beauty  of  their  appearance  and  their 
singing,  of  the  innocence  and  attractiveness  of  their  lives, 
and  of  the  close  intermingling  of  their  lives  with  that  of 
man,  birds  have  always  appealed  to  the  imaginative,  po- 
etic, and  artistic  phases  of  man's  mind. 

On  account  of  their  utility  as  insect  and  weed  destroy- 
ers and  as  seed  carriers,  birds  have  also  entered  into  the 
consideration  of  the  practical  affairs  of  man's  life. 

And,  lastly,  on  account  of  the  suffering,  needless  and 
shocking,  which  these  beloved  minor  brothers  of  ours  have 
experienced  from  the  barbarous  instinct  of  vanity,  sur- 
vival in  the  human,  and  from  ignorance  and  depravity, 


276       MORAL  AND  HUMANE  EDUCATION 

the  subject  of  birds  is  not  only  a  desirable  but  a  necessary 
study  for  the  young. 

It  must  be  remembered  by  teachers  and  educators  that 
example,  though  an  unconscious  influence,  is  one  of  the 
most  potent  in  the  development  of  pupils.  Therefore,  no 
teacher  should  presume  to  teach  the  beauty  and  the  utility 
of  birds,  the  desirability  of  saving  them  from  death  and 
torture,  and  to  point  out  the  innocence  and  lovableness  of 
their  lives,  while,  at  the  same  time,  adorning  herself  with 
birds'  plumage.  If  it  is  impossible,  from  a  psycholog- 
ical standpoint,  for  a  woman  teacher  to  give  up  wearing 
feather  adornments,  let  her  at  least  be  politic  enough  to 
leave  this  adornment  at  home,  where  the  children  may 
not  be  influenced  by  the  inconsistency  of  teaching  one 
sentiment  and  practicing  the  expression  of  another.  Per- 
haps the  hypocrisy  which  this  very  act  would  portray 
to  the  teacher's  consciousness  would  shame  her  into 
consistency  and  lead  her  into  omitting  the  adornment  of 
the  body  altogether  with  an  ornament  that  means  the 
cost  of  not  only  the  lives  of  songsters  but  of  their  pro- 
longed suffering. 

THE  HOME— THANKSGIVING— PERSECUTION 

Civic  enactment  has  placed  Thanksgiving  Day  in  No- 
vember. We  always  associate  the  feasting  of  Thanks- 
giving Day  with  the  home;  Thanksgiving  Day  histori- 
cally grew  out  of  persecution ;  this  explains  the  composite 
monthly  subject  for  November. 

In  the  lower  grades  home  and  the  spirit  of  thanksgiv- 
ing, which  is  another  form  for  gratitude,  naturally  come 
within  the  understanding  of  the  child ;  in  the  intermedi- 
ate grades  this  spirit  of  thanksgiving  assumes  a  civic  or 
community  character,  and  in  the  upper  grades  the  his- 
toric aspect  of  Thanksgiving  Day  as  based  on  the  emigra- 
tion of  the  Puritans  because  of  persecution  in  the  home 
country  develops  the  idea  of  persecution  in  general. 

But  persecution  is  not  necessarily  confined  to  one's 
fellow  creatures.  Persecution  also  has  been  applied  in 
the  past  between  race  and  race,  class  and  class,  and  kind 
and  kind. 


FIRST   SUPPLEMENT  277 

Hence,  the  subject  of  persecution  in  the  upper  grades 
expands  to  the  consideration  of  varying  forms  of  victims. 

HAPPINESS— CHARITY— ALTRUISM 

In  developing  the  subject  for  December  it  is  a  part 
of  the  spirit  of  the  subject  that,  as  heretofore,  we  make 
no  distinct  demarcation  between  human  and  dumb  cre- 
ation or  other  classes  of  life.  In  the  lower  grades  the 
pets  and  the  domestic  animals  by  right  of  their  relation- 
ship of  lovingness,  responsibility,  and  service  should  be 
considered  members  of  the  family;  in  the  intermediate 
grades,  where  civic  and  community  relations  are  first 
being  developed,  the  horses  of  the  trade  that  bring  the 
good  things  to  the  home  in  preparation  for  the  feasting 
of  this  festival  period,  the  delivery  horses  that  bring  the 
gifts  to  express  the  good  will  of  this  joyous  era,  the  post 
and  rural  route  horses  that  carry  back  and  forth  the  mes- 
sages and  greetings  of  good  fellowship — all  these  have 
the  right  to  consideration  and  loving  gratitude  in  a 
period  justly  termed  altruistic  in  its  character.  While, 
in  the  upper  grades,  the  same  principle  of  extending 
recognition  and  consideration  to  the  different  classes, 
rich  and  poor,  aristocratic  and  common,  and  even  to  our 
little  brothers  of  the  far  off  lands,  the  Laplanders  and 
Eskimos,  where  the  Christmas  celebration  first  originated, 
is  properly  brought  out  under  this  subject  of  altruism 
and  charity. 

Let  each  grade  develop  the  idea  of  this  universal  recog- 
nition based  on  the  principle  expressed  in  Elizabeth  Bar- 
rett Browning's  beautiful  thought: 

' i  That  love  of  one  from  which  there  doth  not  spring 
True  love  of  all,  is  but  a  worthless  thing. ' ' 

CHRISTMAS  AND  THE  SOLSTICE. 

Certain  phases  of  humane  education  seem  to  have  a 
distinct  correlation  with  certain  phases  of  the  weather. 
Thus,  the  phase  of  charity  and  altruism,  especially  as  it 
is  associated  with  the  Christmas  time,  seems  closely  asso- 
ciated, perhaps  rightfully,  perhaps  traditionally,  with 
the  cold  and  brilliant  winter  time.  The  glow  of  the  sun 
especially  seems  figuratively  expressive  of  the  glow  of 


278       MORAL  AND  HUMANE  EDUCATION 

love  for  others.  And,  too,  history  teaches  us  that  the 
Norse  people  had  a  celebration  around  the  twenty-fifth 
of  December  which,  in  its  character,  is  like  our  Christmas 
time,  a  period  of  rejoicing,  of  feasting,  of  good  fellow- 
ship, and  of  extending  charity  and  kindness  to  man  and 
beast.  This  period  was  to  celebrate  the  close  of  the  three 
months'  night,  when  the  cold  and  darkness  in  the  north- 
ern regions  barred  activity,  industry,  and  intercourse; 
and,  further,  history  teaches  us  that  when  Christianity 
was  being  extended  to  these  countries,  the  missionaries, 
in  order  to  propitiate  the  Norse  people,  allowed  the 
Christmas  time  which  celebrated  the  birth  of  Christ,  to 
be  adjusted  to,  and  co-ordinated  with,  the  celebration 
over  the  return  of  the  sun  with  its  attendant  warmth, 
growth,  activity,  and  industry.  It  is  for  this  historic 
reason  that  we  find  the  Christmas  period  a  mixture  of 
feasting  and  rejoicing  with  good  will  and  gift  making — 
in  a  word  a  combination  of  the  joys  of  nature  with  the 
peace  and  good  will  of  the  spiritual. 

With  an  effort  to  develop  this  historic  idea,  the  out- 
line for  December  has  brought  out  in  its  nature  study 
phase,  the  effect  of  the  sun  upon  this  period. 

RELATION  OF  COLD  TO  ANIMAL  LIFE- 
HIBERNATION 

It  is  generally  conceded  by  educators  that  the  primary 
purpose  of  humane  education  is  to  develop  in  the  char- 
acter of  the  pupil  a  breadth  of  viewpoint  and  of  sym- 
pathy. 

In  January  by  showing  the  relation  of  cold  to  animal 
life  in  varying  forms,  and  in  June  the  relation  of  heat, 
the  very  fact  of  a  common  standard  of  suffering  and  of 
relief  from  suffering,  owing  to  conditions  of  weather, 
tends  to  this  broadening  of  viewpoint  and  sympathy. 

Secondarily,  humane  education  works  for  the  purpose 
that  certain  great  evils  which  exist  today  and  which  it  is 
impossible  to  correct  now,  may,  in  the  immediate  future, 
be  abolished  when  the  present  generation  with  a  broader 
and  more  sympathetic  standard  of  right  and  wrong  be- 
come the  legislators,  reformers  and  citizens. 

In  the  lower  and  intermediate  grades,  interest  and  sym- 


FIRST   SUPPLEMENT  279 

pathy  aroused  by  a  knowledge  of  the  lives  of  the  victims 
make  for  a  constructive  mental  attitude ;  and  in  the 
upper  grades  some  knowledge  of  the  evils  through  litera- 
ture and  discussion  tend  to  educe  standards  of  justice 
that  lead  to  future  action  for  reform. 

PATRIOTISM— GOOD   CITIZENSHIP 

There  are  three  educational  modes  of  attack  in  devel- 
oping the  character  qualification,  patriotism.  The  first 
mode — the  most  common  one — is  that  founded  on  the 
ideal.  This  is  most  commonly  based  on  the  study  of  the 
lives  of  heroes  and  especially  of  those  heroes  who  have 
helped  to  develop  the  country  and  institutions  to  which 
the  students  belong.  The  second  mode  of  attack  is  in  de- 
veloping an  interest  in,  a  sympathy  for,  and  a  co-opera- 
tion with,  the  people  of  the  students'  immediate  vicinity; 
this  procedure  more  closely  follows  the  idea  of  good  cit- 
izenship. The  third  line  of  study  in  the  subject  of  patri- 
otism is  that  of  breaking  down  any  inherited  or  instinc- 
tive tendency  on  the  part  of  students  to  form  mental 
barriers  based  on  class,  national  and  racial  distinctions. 

The  teacher  should  aim  in  developing  this  double-faced 
study,  patriotism — good  citizenship,  to  keep  the  three 
lines  of  approach  in  mind, — namely,  the  ideal  or  love  of 
heroes,  the  fraternal  or  love  of  our  community  neighbors, 
and  the  universal  or  love  of  all  races  and  nationalities. 

In  order  to  break  down  traditional  barriers  in  a  recog- 
niton  of  the  kinship  between  one 's  own  country  and  race 
and  alien  countries  and  races,  it  is  desirable  to  lead 
pupils  to  discover  that  nations  and  races  differ  from 
each  other  externally  on  account  of  physical  conditions 
such  as  latitude  and  geographical  environment,  and  that 
this  difference  does  not  extend  to  the  moral  and  spiritual 
character  of  nations  and  races.  Also,  that  while  there 
are  differences  in  races  and  nationalities,  these  differ- 
erences  are  not  only  largely  physical  but  that  they  are 
also  a  matter  of  degree  and  not  of  kind.  For  instance, 
one  race  may  be  more  civilized  than  another,  but  that  is 
because  it  is  further  along  in  development,  not  because  it 
is  a  different  race  of  beings  from  the  other,  just  as  one 


280       MORAL  AND  HUMANE  EDUCATION 

child  may  be  more  developed  than  another  on  account  of 
age  or  superior  external  advantages.  This  line  of  thought 
tends  to  eradicate  from  the  child  his  feeling  that  his 
country  or  his  race  is  superior  to  that  of  any  other,  which 
is  egotism  and  selfishness  on  a  large  scale. 

This  idea  of  the  effect  of  latitude  and  geographical 
features  may  be  developed  under  the  nature  study  phase 
of  humane  education,  the  teacher  keeping  in  mind  that 
this  phase  is  to  develop  in  the  pupils'  consciousness 
a  broader  and  a  more  sympathetic  and  comprehensive 
patriotism. 

REJUVENATION   OF   LIFE— GROWTH 

The  subject  of  growth  is  one  that  comes  in  some  way 
to  the  consciousness  of  every  child.  The  teacher's  duty 
is  to  have  this  subject  unfold  in  the  child's  mind  on 
normal  subjects  and  in  a  normal  way.  Three  funda- 
mental forms  of  growth  are,  natural,  educational,  and 
spiritual. 

Under  natural  growth  comes  the  development  of  all 
forms  of  life,  vegetable  and  animal;  educational  growth 
is  well  illustrated  in  the  expansion  of  the  child  himself 
in  his  relation  to  environment  natural  and  social,  spirit- 
ual growth  is  the  expansion  of  the  soul  in  relation  to 
ethical  and  eternal  truths. 

The  subject  of  growth  is  a  most  appropriate  one  for 
school  study  in  the  month  of  March.  This  month  is  the 
beginning  of  Spring  and  Spring  in  nature  is  the  youth- 
time  of  many  forms  of  life  in  the  vegetable  and  animal 
world. 

This  beginning  of  forms  of  vegetable  life — seeds,  buds, 
sprouts,  saplings,  etc. ;  of  forms  of  animal  life — chicks, 
lambs,  colts,  calves,  etc. ;  so  common  at  this  time  of  the 
year,  illustrates  nature 's  ever  recurring  youth-time. 

Educational  and  spiritual  growth  may  be  suggested  in 
the  study  taken  up,  but,  of  course,  have  a  psychological 
significance  too  deep  for  elementary  study  as  a  whole, 
though  the  literature  in  the  course  may  start  to  life  in 
the  child's  mind  some  subtle  idea  of  these  great  phases  of 
growth  which  mature  years  may  develop. 


FIRST   SUPPLEMENT  281 

HEALTH  AND   THE   JOY  OF  LIVING— VALUES 
IN  THE  ANIMAL  WORLD 

Humane  education,  like  all  phases  of  education,  is 
based  on  truth,  scientific  as  well  as  moral ;  scientific  truth 
as  based  on  a  study  of  life  in  all  its  forms,  moral  in  an 
adjustment  of  the  truths  thus  discovered  to  a  sense  of 
right  and  wrong. 

The  scientific  investigation  of  life  discloses  that  differ- 
ent forms  of  life  have  varying  degrees  of  intelligence  or, 
to  speak  more  truly  in  the  terms  of  science,  varying  de- 
grees of  development.  From  the  amoeba  to  man  there  is  a 
symmetrical  series  of  stages  of  life  varying  in  degree  of 
development  from  the  simple,  basic  power  to  respond 
to  mechanical  stimulus,  as  illustrated  by  the  sponge,  to 
the  mysterious  complexity  of  spiritual  power  as  illus- 
trated by  man. 

In  May  the  nature  study  phase  will  develop  through 
the  grades  this  idea  of  varying  forms  and  varying 
stages  of  development  in  the  animal  world, — a  sort  of 
primary  evolution. 

Every  creature  from  the  lowest  form  to  the  highest 
has  the  instinct  to  preserve  and  to  continue  its  life. 

This  instinct,  commonly  called  the  instinct  of  self- 
preservation,  as  it  expresses  itself  in  higher  and  more 
complex  forms  of  life  becomes  the  sense  of  the  enjoyment 
of  life  and  in  still  higher  and  more  complex  forms  it  be- 
comes happiness. 

This  power  to  enjoy  life  or  to  be  happy,  being  based 
on  the  degree  of  development  of  the  creature,  it  is  rea- 
sonable to  combine  the  study  of  the  degree  of  develop- 
ment of  life  with  the  development  of  the  power  to  enjoy 
life. 

Hence,  under  civics  for  this  month  is  developed  through 
the  grades  this  latter  study,  the  joy  of  living. 

Man,  being  the  highest  form  of  living  creature,  it  is 
reasonable  that  the  value  of  the  form  of  development, — 
whether  a  creature  almost  equal  to  man  in  its  power  to 
suffer  and  enjoy  and  which  has  been  his  companion  in 
civilization  and  progress,  such  as  the  horse  and  dog,  or  a 
creature  living  its  life  apart  from  man  but  harmless  to 


282       MORAL  AND  HUMANE  EDUCATION 

him,  such  as  the  frog,  or  a  creature  inimical  to  man  and 
to  be  destroyed,  such  as  the  housefly, — that  its  value 
should  depend  on  the  standard  established  by  man. 

At  the  same  time,  the  greatest  ethical  value  to  be  de- 
rived from  this  month 's  study  is  the  growth  of  the  pupil 's 
power  to  differentiate  by  degrees  instead  of  by  sweeping 
lines  of  demarcation — to  comprehend  that  there  are  de- 
grees of  development  and  degrees  of  the  power  to  enjoy 
and  to  suffer, — in  a  word,  that  there  are  values  in  the 
animal  world  and  that  these  values  are  largely  based  on 
the  power  to  enjoy  and  to  suffer. 

RELATION  OF  HEAT  TO  ANIMAL  LIFE— VACA- 
TION TIME   AND   REST 

The  subject  for  June  compared  with  the  subject  for 
January,  Relation  of  Cold  to  Animal  Life,  suggests  that 
the  two  months  are  corollaries.  It  will  be  remembered 
that  the  secondary  purpose  in  humane  education,  that  of 
correcting  certain  great  existing  evils,  was  developed  in 
January,  and  so  again  in  June  we  have  two  prevailing 
customs  which  humane  education  in  this  month  should 
appropriately  attempt  to  correct  by  evolving  a  new  atti- 
tude on  the  part  of  men  that  are  today  children. 

One  of  these  evils  is  that  of  working  animals  without 
systematized  rest.  The  other  is  that  of  depriving  man 's 
most  useful  servant,  the  horse,  of  a  most  necessary  part 
of  his  anatomy. 

The  docking  of  horses'  tails  is  an  evil  that  is  very  ap- 
parent in  its  consequences,  and  yet,  ignorance,  fashion, 
and  cruelty  continue  to  perpetuate  the  crime  of  docking. 

In  the  upper  grades  where  children  begin  to  under- 
stand the  meaning  of  reform,  this  evil  should  be  analyzed 
in  its  banefulness  and  an  attempt  made  to  make  children 
see  that  a  condition  so  abnormal  should  not  be  tolerated. 

Another  suffering  that  dumb  animals  are  specially 
liable  to  in  the  heat  of  summer,  because  of  their  inability 
to  ask  and  to  supply  themselves  in  their  needs,  is  that  of 
thirst. 

In  the  talks  that  are  evolved  in  this  month  between 
pupil  and  teacher,  let  the  teacher  keep  in  mind  the  evils 


FIRST   SUPPLEMENT  283 

to  be  eradicated  and  then  by  constructiveness  and  posi- 
tiveness,  rather  than  by  the  negativeness  of  education, 
attempt  to  have  the  pupil  develop  a  wholesome  and  nor- 
mal standard  of  others'  rights. 

In  this  constructive  way,  pupils  will  develop  a  sense  of 
justice  and  a  love  for  all  creatures,  especially  helpless 
ones,  so  that  evil  met  with  in  after  years  in  the  outside 
world  will  have  a  natural  remedy  from  the  students  that 
have  been  brought  up  with  the  instillation  of  the  princi- 
ple of  justice. 


SECOND  SUPPLEMENT 

ADDITIONAL  LITERATURE  BY  GRADES 
(To  supplement  Chapter  IV} 

PEGASUS  AND  BELLEROPHON 

OR 

THE  CHIMAERA. 

FIRST  GRADE — SEPTEMBER. 

Once  in  the  old,  old  times  so  long  ago  it  is  hard  to 
think  about,  a  fountain  flowed  out  of  a  hillside  in  a  sunny 
land.  The  water  was  clear  and  sweet  and  caught  the 
sunshine  in  its  spray. 

To  this  fountain  there  sometimes  came  to  drink  a  horse 
named  Pegasus.  This  horse  was  oh,  so  beautiful,  snow 
white  in  color  and  with  beautiful,  silvery  wings.  Now- 
adays, we  do  not  see  horses  with  wings.  This  horse  could 
run  like  the  wind  over  hill  and  dale  and  when  it  used 
its  wings  it  shot  up  in  the  clouds  like  a  ray  of  sunshine. 
Its  tail  was  like  a  beautiful  plume  and  its  mane  flowed 
over  its  neck  like  the  tangled  curls  of  a  child.  Its  eyes 
were  soft  and  large  and  dark  just  like  those  of  horses  you 
have  seen. 

Now,  this  horse  had  never  had  anyone  ride  on  its  back. 
It  would  come  and  drink  at  this  fountain,  nibble  a  little 
at  the  clover,  and  roll  on  the  grass;  then  it  would  jump 
up,  snort  and  wave  its  plumed  tail,  and  run  in  and  out 
of  the  woods  and  dells ;  then  all  at  once  it  would  give  a 
wild  neigh,  toss  its  tangled  mane,  spread  its  silvery  wings 
and  fly  up,  up  so  very  high  among  the  clouds  that  it 
looked  like  a  speck  of  sunshine  dotting  them. 

284 


SECOND  SUPPLEMENT  285 

At  the  same  time  that  this  horse  lived  so  many,  many 
years  ago,  there  lived  also  a  monster.  This  monster  had 
three  heads ;  the  name  of  the  first  head  was  Cruelty,  the 
name  of  the  second  head  was  Uncleanness,  and  the  name 
of  the  third  head  was  Disease.  Wherever  this  monster 
went  the  people  suffered.  Everybody  tried  to  kill  it  but 
it  was  too  strong.  The  people  heard  that  if  someone 
could  catch  and  mount  on  the  horse  with  silvery  wings, 
that  person  could  kill  the  monster. 

But  then  very  few  had  ever  seen  the  horse,  some  even 
said  there  was  no  such  horse,  and,  at  any  rate  up  to  the 
time  of  this  story,  no  one  had  been  able  to  catch  it.  Many 
went  to  the  fountain  to  try  to  get  a  glimpse  of  the  horse. 

The  rough  man  who  went  to  the  fountain  said  if  he 
could  find  it  he  would  clip  its  wings  and  make  it  do  its 
work  for  him. 

An  old  gray  man  leaning  on  a  staff  said, ' '  I  think  I  saw 
it  many,  many  years  ago,  but  it  is  so  long  I  have  for- 
gotten what  it  looked  like." 

The  young,  fair  maiden  said  she  saw  it  once  but  she 
was  afraid  of  it  when  she  heard  it,  and  ran  away. 

A  little  child,  with  tender  blue  eyes  with  a  far-away 
look  in  them,  said  he  had  seen  it  many  times. 

"Why,  I  come  here  to  sail  my  little  boats  in  the  foun- 
tain and  to  gather  pebbles  out  of  its  basin  and  I  see  it 
very  often ;  but  I  always  see  it  in  the  water  of  the  foun- 
tain, coming  down  from  the  sky,  and  when  I  turn  around 
to  look  at  it,  it  flies  away.  ' ' 

A  young  man  named  Bellerophon  listened  to  all  that 
was  said  and  wished  so  much  that  he  could  behold  the 
horse.  This  man  loved  his  people  and  hated  to  see  them 
suffer  under  Cruelty,  Uncleanness,  and  Disease,  the  three- 
headed  monster.  He  longed  to  catch  the  beautiful  horse, 
mount  its  back  and  go  and  seek  the  monster  and  kill  it. 

So  he,  with  the  little  boy,  visited  the  fountain  every 
day  and  waited  for  Pegasus  to  come  to  drink. 

One  day  Pegasus  came.  It  came  from  the  clouds,  first 
a  tiny  speck  like  a  spot  of  sunshine,  then  as  large  as  a 
bird,  then  nearer  and  larger  and  more  splendid  it  came, 
until  it  dropped  on  the  ground  by  the  fountain. 


286       MORAL  AND  HUMANE  EDUCATION 

Oh,  how  beautiful  it  was. .  Its  coat  was  like  white,  soft 
down.  Its  mane  and  tail  waved  and  flowed,  and  its  large 
and  tender  eyes  glowed  like  stars. 

And  how  gay  it  was.  It  sniffed  the  air,  it  pricked  its 
ears,  it  tossed  its  head,  it  waved  its  tail,  it  pawed  the 
ground,  and  was  altogether  as  gay  and  frisky  as  a  little 
boy. 

Bellerophon  waited  a  little  while  till  it  got  done  playing 
and  then  went  up  to  it.  He  rubbed  its  nose,  kissed  its  fair 
head,  and  stroked  its  neck,  he  looked  into  its  eyes,  talked 
to  it,  and  in  every  way  showed  his  love  for  it.  Pegasus 
had  never  had  a  master.  It  looked  back  at  Bellerophon 
in  a  wondering  way  as  though  it  liked  to  be  loved  and 
still  was  afraid. 

After  Bellerophon  had  patted  and  talked  to  and  loved 
the  horse  until  Pegasus  could  no  longer  doubt  him,  he 
mounted  on  its  back. 

Of  course,  Pegasus  did  not  like  this  at  first  because  it 
did  not  understand  it;  but  when  Bellerophon  made 
Pegasus  understand  that  he  was  its  loving  master,  it 
spread  its  wings  and  flew  away  with  Bellerophon  on  its 
back. 

Many  days  they  spent  in  riding  around  in  every  valley, 
on  the  mountain  tops,  among  the  clouds,  and  flying  with 
the  birds.  After  a  while  Bellerophon  had  taught  Pegasus 
by  love  and  kindness  how  to  turn  and  stop  and  go  at  his 
command. 

And  then  it  was  he  went  on  the  journey  to  find  the 
monster.  It  would  take  too  long  to  tell  you  of  the  terrible 
fight  that  Bellerophon  and  Pegasus  had  with  the  mon- 
ster, with  its  three  heads,  Cruelty,  Uncleanness,  and  Dis- 
ease. 

But,  on  account  of  the  strength  and  the  speed  of 
Pegasus  and  on  account  of  the  wisdom  and  love  for  his 
fellow  creatures  Bellerophon  had,  and  finally  on  account 
of  the  strong,  loving  sympathy  between  the  steed  and 
the  driver,  the  monster  was  slain. 

After  the  monster  was  killed,  and  his  beloved  people 
were  free  and  happy,  Bellerophon  slipped  the  bridle  from 
the  head  of  the  steed  and  said,  "Be  free  forevermore,  my 
Pegasus;  be  as  free  as  thou  art  fleet. "  But  Pegasus 


SECOND  SUPPLEMENT  287 

rested  his  head  on  Bellerophon's  shoulder  and  would  not 
leave  him;  and  so  the  two  lived  together,  loving  com- 
panions ever  after: 

The  above  is  a  paraphrase  of  the  original  story  by 
Nathaniel  Hawthorne.  From  Wonder-Book.  By  per- 
mission of  the  publishers,  Houghton  Mifflin  Co. 

THE  BELL  OF  ATRI. 

SECOND  GRADE — SEPTEMBER. 

This  is  the  story  told  in  the  poem : 

Once  upon  a  time  in  a  pretty  little  village  of  sunny 
Italy  there  lived  a  king  by  the  name  of  John.  He  was 
a  good  man  and  all  the  people  loved  him  very  much,  be- 
cause he  always  helped  those  who  did  right  and  punished 
those  who  did  wrong. 

The  king  decided  to  make  it  very  easy  for  everybody  to 
have  his  wrongs  righted.  So  he  caused  a  large  bell  to  be 
placed  in  the  open  tower  of  a  church  right  in  the  middle 
of  the  village.  He  then  asked  everyone  who  was  abused 
to  pull  the  bell  so  all  could  hear  it  and  know  that  some- 
one needed  help. 

From  time  to  time  the  bell  was  rung  and  it  always 
seemed  to  say,  "Someone  has  done  a  wrong — someone 
has  done  a  wrong."  In  each  case  the  king  and  all  the 
soldiers  of  his  army  and  all  the  nobles  of  his  court  would 
gather  in  a  body  at  the  tower.  Here  they  would  listen 
to  the  story  of  the  one  who  rung  the  bell.  And  always 
the  king  helped  the  one  in  trouble  and  made  the  wrong- 
doer repair  the  harm  he  had  done. 

The  people  began  to  understand  this  very  well  and  so, 
after  a  while  there  was  very  little  wrong  done.  At 
last  the  bell  was  not  used  at  all  and  the  people  had  almost 
forgotten  why  it  was  there. 

The  long  rope  which  was  attached  to  the  bell  began  to 
unravel  and  wear  away.  In  order  to  repair  it  someone 
twisted  a  growing  vine  around  it,  or  perhaps  the  vine 
grew  around  the  rope  by  itself. 

Everything  went  well  in  the  village  as  it  always  does 
where  good  is  rewarded  and  evil  punished.  The  people 
did  their  work,  were  kind  to  one  another,  and  grew 
happy. 


288       MORAL  AND  HUMANE  EDUCATION 

All  but  one  man.  This  man  at  first  was  gay  and  happy 
and  rich.  But,  as  he  grew  older,  he  became  less  gay — he 
became  less  happy — but  he  became  more  rich.  And  at 
last  he  grew  to  love  gold  so  much  he  sold  all  he  had  for  it. 

He  loved  his  dog  that  watched  his  home  but  he  sold  it 
for  gold.  He  loved  his  hawks  and  falcons  which  had 
given  him  pleasure  in  the  past,  but  he  sold  them  for  gold. 
He  loved  his  steeds  that  pranced  so  gaily  when  he  rode 
them,  but  he  sold  them  for  gold.  All  but  one.  This  one, 
because  he  loved  it,  he  hated  to  give  up  first  and  kept  it 
in  its  stall;  but  he  fed  it  so  little  that  it  grew  thin  and 
feeble.  And  at  last  he  turned  it  out  to  feed  upon  the 
grass  of  the  fields  and  highways. 

The  poor  old  horse,  thin  and  old  and  lame  and  feeble, 
went  from  lane  to  lane,  from  field  to  field,  always  looking 
for  food,  for  it  was  very  hungry. 

And  at  last  it  came-  to  the  tower  where  the  bell  hung 
with  the  grapevine  swinging  from  it. 

The  poor  hungry  horse  pulled  at  the  vine  to  eat  it. 
And,  as  he  pulled,  the  bell  began  to  ring  "Someone  has 
done  a  wrong — someone  has  done  a  wrong." 

Out  rushed  the  king  and  all  the  soldiers  of  his  army 
and  all  the  nobles  of  his  court.  And  when  they  saw 
the  hungry  horse,  they  all  said,  "Yes,  indeed,  someone 
hath  done  a  wrong." 

Then  the  people  who  knew,  told  who  the  owner  of  the 
horse  was  and  how,  for  love  of  gold,  he  had  turned  it  out 
in  its  old  age  to  die  of  hunger.  The  king  then  shamed  the 
owner  for  his  meanness  and  commanded  him  to  put  the 
old  horse  in  a  clean,  warm  stall,  to  feed  it,  and  care  for 
it  as  long  as  it  lived.  And  this  the  owner  did,  for  though 
he  had  loved  gold  he  became  ashamed. 

And  the  dear  old  horse  and  its  owner  grew  old  together 
and  at  last  died,  loving  each  other  to  the  last. 

The  above  is  a  paraphrase  of  the  poem  by  Henry  "W. 
Longfellow,  published  by  Houghton  Mifflin  Co. 


SECOND  SUPPLEMENT  289 

THE  HORSE'S  PRAYER. 
FIFTH  GRADE — SEPTEMBER. 

To  Thee,  My  Master,  I  offer  my  prayer:  Feed  me, 
water  and  care  for  me,  and,  when  the  day's  work  is 
done,  provide  me  with  shelter,  a  clean,  dry  bed,  and  a 
stall  wide  enough  for  me  to  lie  down  in  comfort. 

Always  be  kind  to  me.  Talk  to  me.  Your  voice  often 
means  as  much  to  me  as  the  reins,  Pet  me  sometimes, 
that  I  may  serve  you  the  more  gladly  and  learn  to  love 
you.  Do  not  jerk  the  reins,  and  do  not  whip  me  when 
going  up  hill.  Never  strike,  beat,  or  kick  me  when  I  do 
not  understand  what  you  want,  but  give  me  a  chance  to 
understand  you.  "Watch  me,  and  if  I  fail  to  do  your 
bidding,  see  if  something  is  not  wrong  with  my  harness 
or  feet. 

Do  not  check  me  so  that  I  cannot  have  the  free  use 
of  my  head.  If  you  insist  that  I  wear  blinders,  so  that 
I  cannot  see  behind  me  as  it  was  intended  I  should,  I 
pray  you  be  careful  that  the  blinders  stand  well  out  from 
my  eyes. 

Do  not  overload  me,  or  hitch  me  where  water  will  drip 
on  me.  Keep  me  well  shod.  Examine  my  teeth  when  I 
do  not  eat.  I  may  have  an  ulcerated  tooth,  and  that, 
you  know,  is  very  painful.  Do  not  tie  my  head  in  an 
unnatural  position,  or  take  away  my  best  defense  against 
flies  and  mosquitoes  by  cutting  off  my  tail. 

I  cannot  tell  you  when  I  am  thirsty,  so  give  me  clean, 
cool  water  often.  Save  me,  by  all  means  in  your  power, 
from  that  fatal  disease — the  glanders.  I  cannot  tell  you 
in  words  when  I  am  sick,  so  watch  me,  that  by  signs  you 
may  know  my  condition.  Give  me  all  possible  shelter 
from  the  hot  sun,  and  put  a  blanket  on  me,  not  when  I 
am  working  but  when  I  am  standing  in  the  cold.  Never 
put  a  frosty  bit  in  my  mouth ;  first  warm  it  by  holding 
it  a  moment  in  your  hands. 

I  try  to  carry  you  and  your  burdens  without  a  mur- 
mur, and  wait  patiently  for  you  long  hours  of  the  day 
or  night.  "Without  the  power  to  choose  my  shoes  or 
path,  I  sometimes  fall  on  the  hard  pavements  which  I 


290       MORAL  AND  HUMANE  EDUCATION 

have  often  prayed  might  not  be  of  wood  but  of  such  a 
a  nature  as  to  give  me  a  safe  and  sure  footing.  Remem- 
ber that  I  must  be  ready  at  any  moment  to  lose  my  life 
in  your  service. 

And  finally,  0  My  Master,  when  my  useful  strength 
is  gone,  do  not  turn  me  out  to  starve  or  freeze,  or  sell  me 
to  some  cruel  owner,  to  be  slowly  tortured  and  starved  to 
death ;  but  do  Thou,  My  Master,  take  my  life  in  the  kind- 
est way,  and  your  God  will  reward  you  here  and  here- 
after. You  will  not  consider  me  irreverent  if  I  ask  this 
in  the  name  of  Him  who  was  born  in  a  Stable.  Amen. 

EULOGY  ON  THE  DOG. 

SEVENTH  GRADE — SEPTEMBER. 

One  of  the  most  eloquent  tributes  ever  paid  to  the  dog 
was  delivered  by  the  Honorable  George  G.  Vest,  one  time 
a  Senator  of  Missouri,  U.  S. 

He  was  attending  court  in  a  country  town,  and,  while 
waiting  for  the  trial  of  a  case  in  which  he  was  interested, 
was  urged  by  the  attorneys  in  a  dog  case  to  help  them. 
Voluminous  evidence  was  introduced  to  show  that  the 
defendant  had  shot  the  dog  in  malice,  while  other  evi- 
dence went  to  show  that  the  dog  had  attacked  defendant. 

Vest  took  no  part  in  the  trial  and  was  not  disposed  to 
speak.  The  attorneys,  however,  urged  him  to  speak. 
Being  thus  urged  he  arose,  scanned  the  face  of  each  jury- 
man for  a  moment,  and  said : 

" Gentlemen  of  the  Jury:  The  best  human  friend  a 
man  has  in  this  world  may  turn  against  him  and  become 
his  enemy.  His  son  or  daughter  that  he  has  reared  with 
loving  care  may  prove  ungrateful.  Those  who  are  near- 
est and  dearest  to  us,  those  whom  we  trust  with  our  hap- 
piness and  our  good  name,  may  become  traitors  to  their 
faith.  The  money  a  man  has  he  may  lose.  It  flies  away 
from  him,  perhaps  when  he  needs  it  most.  A  man 's  repu- 
tation may  be  sacrificed  in  a  moment  of  ill-considered 
action.  The  people  who  are  prone  to  fall  on  their  knees 
to  do  us  honor  when  success  is  with  us  may  be  the  first 
to  throw  the  stone  of  malice  when  failure  settles  its  cloud 


SECOND  SUPPLEMENT  291 

upon  our  heads.  The  one  absolute,  unselfish  friend  that 
man  can  have  in  this  selfish  world,  the  one  that  never 
deserts  him,  the  one  that  never  proves  ungrateful  or 
treacherous,  is  his  dog. 

" Gentlemen  of  the  jury,  a  man's  dog  stands  by  him  in 
prosperity  and  in  poverty,  in  health  and  in  sickness.  He 
will  sleep  on  the  cold  ground,  where  the  wintry  winds 
blow  and  the  snow  drives  fiercely,  if  only  he  can  be  near 
his  master's  side.  He  will  kiss  the  hand  that  has  no  food 
to  offer,  he  will  lick  the  wounds  and  sores  that  come  in 
encounter  with  the  roughness  of  the  world.  He  guards 
the  sleep  of  his  pauper  master  as  if  he  were  a  prince. 
When  all  other  friends  desert  he  remains.  When  riches 
take  wings  and  reputation  falls  to  pieces  he  is  as  constant 
in  his  love  as  the  sun  in  its  journey  through  the  heavens. 

"If  fortune  drives  the  master  forth  an  outcast  in  the 
world,  friendless  and  homeless,  the  faithful  dog  asks  no 
higher  privilege  than  that  of  accompanying  him  to  guard 
against  danger,  to  fight  against  his  enemies,  and,  when 
the  last  scene  of  all  comes,  and  death  takes  the  master  in 
its  embrace  and  his  body  is  laid  away  in  the  cold  ground, 
no  matter  if  all  other  friends  pursue  their  way,  there 
by  his  graveside  will  the  noble  dog  be  found,  his  head 
between  his  paws,  his  eyes  sad  but  open  in  alert  watch- 
fulness, faithful  and  true  even  to  death." 

Then  Vest  sat  down.  He  Tiad  spoken  in  a  low  voice. 
He  made  no  reference  to  the  evidence  or  the  merits  of 
the  case.  When  he  finished  judge  and  jury  were  wiping 
their  eyes.  The  jury  filed  out  but  soon  entered  with  a 
verdict  of  $500  for  the  plaintiff,  whose  dog  was  shot; 
and  it  was  said  that  some  of  the  jurors  wanted  to  hang 
the  defendant. 

THE  STORY  OF  SCRAGGLES. 
Fifth  Grade— October. 

THE  DEDICATION. 
To  Scragglesj  My  Pet  Sparrow  and  Companion 

Saint  Francis,  the  founder  of  the  Franciscan  order, 
without  whom  there  would  probably  have  been  no  mis- 
sions in  California,  regarded  the  birds  as  his  "  little 


292       MORAL  AND  HUMANE  EDUCATION 

brothers  and  sisters."  Just  as  I  began  the  actual  writ- 
ing of  the  book,  In  and  Out  of  the  Old  Missions  of  Cali- 
fornia, I  picked  up  in  the  streets  a  tiny  song  sparrow, 
wounded,  unable  to  fly,  and  that  undoubtedly  had  been 
thrust  out  of  its  nest.  In  a  short  time  we  became  close 
friends  and  inseparable  companions.  Hour  after  hour 
she  sat  on  my  foot,  or,  better  still,  perched,  with  head 
under  her  wing,  on  my  left  hand,  while  I  wrote  with  the 
other.  Nothing  I  did,  such  as  the  movement  of  books, 
turning  of  leaves,  etc.,  made  her  afraid.  When  I  left 
the  room  she  hopped  and  fluttered  along  after  me.  She 
died  just  as  the  book  was  receiving  its  finishing  pages. 
On  account  of  her  ragged  and  unkempt  appearance  I 
called  her  Scraggles ;  and  to  her,  a  tiny  morsel  of  anima- 
tion, but  who  had  a  keen  appreciation  and  .reciprocation 
of  a  large  affection,  I  dedicate  this  book. 

THE  BEGINNING. 

I  was  only  a  little  baby  song  sparrow,  and  from  the 
moment  I  came  out  of  my  shell  everybody  knew  there 
was  something  the  matter  with  me.  I  don't  know  what 
it  could  have  been,  for  my  brother  and  sister  were  well 
and  strong.  Perhaps  I  was  out  of  the  first  egg  that  was 
laid,  and  a  severe  spell  of  cold  had  come  and  partially 
frozen  me ;  or  a  storm  had  shaken  the  bough  in  which  our 
nest  was,  so  that  I  was  partly  " addled."  Anyhow,  no 
matter  what  caused  it,  there  was  no  denying  the  fact  that 
when  I  was  born  I  was  an  ailing  little  bird,  and  this  made 
both  my  father  and  mother  very  cross  with  me.  I 
couldn't  help  being  so  weak,  and  they  might  have  been 
kinder  to  me ;  but  when  the  other  eggs  were  hatched  out 
and  my  brother  and  sister  were  born,  nobody  seemed  to 
care  for  me  any  more.  Of  course,  my  mother  gave  me 
something  to  eat,  when  I  cried  for  it,  but  the  others  were 
so  much  stronger  than  I  that  they  pushed  me  out  of  the 
way,  and  succeeded  many  a  time  in  getting  my  share 
without  mother's  knowing  anything  about  it. 

I  was  not  active  like  the  others,  and  when  they  climbed 
up  to  the  edge  of  the  nest  and  stretched  out  their  wings 
as  if  they  would  fly,  I  felt  a  dreadful  fear  come  over  me. 
I  knew  I  should  fall  to  the  earth  if  I  tried  to  fly.  I  don 't 


SECOND  SUPPLEMENT  293 

know  why  I  felt  this,  but,  do  as  I  would,  I  could  not  get 
rid  of  the  horrible  feeling.  But  my  wings  were  so  weak 
I  am  sure  something  was  wrong  with  one  of  them.  And 
my  feathers !  I  never  saw  such  wretched  feathers.  In 
the  first  place  I  had  no  feathers  whatever  on  the  under 
part  of  my  body,  and  where  the  feathers  did  grow  they 
were  raggedy  and  scraggedy  and  looked  for  all  the  world 
as  if  they  were  moth-eaten.  So  in  bird  language  my 
father  and  mother  and  the  others  all  called  me  Scraggles, 
and  they  treated  me  as  if  they  felt  I  was  Scraggles — of 
no  use  or  beauty,  and  therefore  worth  "nothing  to  no- 
body." 

But  in  spite  of  this,  I  was  ill-prepared  for  the  awful 
fate  that  came  to  me  one  day.  My  brother  and  sister  had 
already  tried  their  wings  pretty  well,  and  had  flown  quite 
a  distance,  and  father  and  mother  were  pleased  with  their 
progress.  Then  they  came  to  me  and  urged  me  to  climb 
up  to  the  edge  of  the  nest.  When  I  did  so,  my  father 
came  behind  me,  gave  me  a  sudden  push,  and  over  I  went. 
Down,  down  I  fell,  through  the  branches  of  the  tree,  flut- 
tering my  wings  as  well  as  I  could,  but  they  would  not 
sustain  me.  One  of  them  worked  so  queerly  that  I  went 
sidewise,  and  as  I  struck  the  ground  I  rolled  over  and 
felt  quite  dizzy  and  stunned.  I  hurried  along  as  fast  as 
my  weak  wing  and  fluttering  heart  would  let  me,  until, 
all  at  once,  I  heard  quick  footsteps  behind  me.  Turning, 
I  saw  that  it  was  a  large,  tall  man,  with  black  hair  and 
a  black  beard,  and  he  walked  so  quickly  that  I  grew 
afraid  and  chirped.  My  loud  cries  arrested  the  atten- 
tion of  the  man.  He  suddenly  stopped,  looked  at  me,  and 
then  began  to  talk  to  himself.  I  didn't  understand  then 
what  he  was  saying,  but  I  know  I  was  desperately  scared, 
for  my  parents  had  taught  me  always  to  keep  out  of  the 
way  of  human  beings — especially  of  the  little  human  be- 
ings that  they  called  boys  and  girls.  Had  I  known  this  big 
man  as  I  afterwards  grew  to  know  him,  I  shouldn't  have 
been  so  scared ;  but  as  it  was,  I  tried  to  get  as  far  away 
from  him  as  I  could.  The  great  tall  man  came  toward 
me  with  his  quick,  decisive  strides.  I  tried  to  get  away 
from  him,  and  fairly  screamed  out  in  my  terror;  yet  it 
was  no  use.  He  was  too  quick,  and  I  was  too  weak  and 


294       MORAL  AND  HUMANE  EDUCATION 

helpless,  and  in  less  than  a  minute  he  had  ' '  cornered  me ' ' 
against  the  trunk  of  a  tree,  and  I  found  myself  all  at 
once  in  his  strong  hand,  the  fingers  of  which  felt  so 
powerful  as  they  completely  surrounded  me. 

I  was  too  afraid  to  cry  out,  and  I  could  only  lie  still 
and  listen  to  my  heart  beat.  It  went  so  quick  and  so 
hard  that  I  thought  I  should  die;  but  somehow  I  was 
compelled  to  see  that  he  didn't  hurt  me  or  pinch  me,  and 
his  voice  was  all  the  time  talking  so  softly  and  gently  to 
me,  though  it  sounded  deep  and  strong  like  the  voice  of 
a  storm  that  once  nearly  shook  me  out  of  our  nest.  He 
was  carrying  me  away  rapidly,  and  said  something  about 
his  wife  and  ''little  girlie,"  who  would  surely  help  him 
take  care  of  me  until  I  could  fly.  Soon  we  went  inside 
a  house.  That  is  the  beginning  of  my  life  with  human 
beings. 

My  first  week  indoors  was  very  painful  and  distressing 
to  me.  I  was  all  the  time  with  strangers, — great,  mon- 
strous, tall  human  beings,  and  I  was  such  a  tiny  little 
bird!  How  could  I 'feel  at  home  with  them?  It  scared 
me  just  to  see  them. 

Still,  scared  or  not,  what  was  I  to  do  ?  I  had  to  stay 
there,  for,  unlike  my  home  in  the  nest  in  the  tree,  here 
everything  was  shut  up.  The  air  was  warm  and  close, 
and  it  made  me  feel  queer  most  of  the  time.  It  was  not 
fresh  and  bracing  like  the  outdoor  air  I  had  been  used 
to.  I  was  shut  in — that  was  all  there  was  to  it ;  but  it 
took  me  a  long  time  to  learn  to  make  the  best  of  it.  For 
the  tall  man,  now  and  again,  would  catch  me  and  put  me 
up  onto  the  window-sill,  and  I  didn  't  know  that  I  couldn  't 
go  through  the  glass.  I  tried  again  and  again,  but  al- 
ways bumped  my  bill  hard  against  the  glass  and  never 
got  any  further.  I  saw  happy  little  birds  outside.  They 
seemed  to  be  strong  and  well;  and  how  I  longed  to  be 
with  them !  I  found  great  pleasure,  however,  in  walking 
back  and  forth  on  the  edge  of  the  window-sash,  and  the 
warm  sunshine  that  shone  in  upon  me  was  very  comfort- 
ing. "When  other  birds  flew  near  by  I  used  to  get  very 
excited,  and  stretch  my  legs  and  neck  so  hard  to  see  them 
and  get  to  them,  that  "the  man  of  the  house"  would 
laugh  very  heartily  at  me.  And  then  he  would  call  to 


SECOND  SUPPLEMENT  295 

"Mamma"  and  "Edith"  and  together  they  would  stand 
and  look  and  laugh  at  me,  while  I  stretched  and  chirped 
and  twittered  to  the  birds  outside. 

Of  course,  I  had  not  been  in  the  house  long  before  I 
was  a  very  hungry  little  bird.  I  don't  think  you  know 
how  very  hungry  so  tiny  a  bird  can  get.  I  was  des- 
perately hungry.  How  I  was  going  to  be  fed  I  did 
not  know.  But  I  chirped,  and  cheeped,  and  called 
out  as  loudly  as  I  could,  and  soon  the  "Fessor" — 
as  the  women  called  the  man — came  into  the  room 
with  a  saucer  in  his  hand.  In  the  saucer  was  some 
white-looking  substance  that  he  called  bread  and  milk. 
But  I  didn  't  know  what  to  do  with  it.  So  to  let  him  know 
how  hungry  I  was  I  chirped  more,  and  then  opened  my 
mouth  wide,  and  wider  still,  as  baby  birds  do,  hoping 
that  he  would  find  some  way  of  getting  the  food  into  me. 
And  he  did !  Instead  of  putting  it  into  my  throat  with 
his  bill — he  hadn't  one — as  my  mother  did,  he  caught 
me  when  I  wasn't  expecting  it,  and  taking  some  of  the 
white  stun6  in  his  fingers,  held  it  close  to  me.  When 
I  opened  my  bill  to  cheep,  he  pushed  it  in,  and  my !  how 
strange  it  tasted.  But  it  was  good.  It  was  sweet,  and 
warm,  and  nice.  So  I  swallowed  it  and  opened  my  mouth 
for  more,  and  he  gave  me  another  piece.  Then  he  called 
to  Edith,  and  she  and  Mamma  came  and  watched  me 
until,  as  they  said,  I  was  "stuffed  as  full  as  an  egg." 
Two  or  three  times  that  day  he  fed  me  in  the  same 
fashion,  and  I  began  then  to  get  over  my  fear  of  him. 
He  didn't  seem  to  want  to  hurt  me,  and  he  was  very, 
very  gentle  with  me ;  and  I  even  began,  once  or  twice,  to 
snuggle  down  in  his  hand,  for  it  was  so  large  and  warm 
and  comfortable.  Then  that  awful  fear  came,  and  I 
sprang  out  of  his  reach  and  ran  to  the  end  of  his  desk, 
and  when  he  reached  out  after  me,  I  wildly  leaped  off 
the  desk,  fell  to  the  floor  and  then  ran  as  fast  as  I  could 
behind  the  desk  in  order  to  be  safe. 

We  had  several  days  of  this,  and  I  soon  found  that 
when  he  fed  me  I  need  not  be  afraid  at  all. 


296       MORAL  AND  HUMANE  EDUCATION 

THE  FESSOR'S  ROOM  AND  PEN 

It  was  not  many  days  before  I  knew  all  about  the 
room,  called  the  Fessor's  "den," — and  surely  it  was  a 
den.  There  was  a  desk  opposite  to  one  window.  On  this 
was  a  row  of  books  reaching  right  across,  and  piles  of 
papers,  and  pictures,  and  one  thing  and  another,  some- 
times on  the  sides  of  the  desk,  and  sometimes  on  the  tops 
of  the  books.  And  when  the  Fessor  sat  down  he  would 
take  a  little  pile  of  white  paper,  and  a  stick  with  a  shin- 
ing thing  at  the  -end  that  I  afterwards  learned  was  a  pen, 
and  he  would  dip  it  into  a  bottle  full  of  queer  smelling 
black  water  and  then  scratch  the  wet  pen  back  and  forth 
over  the  paper,  so  quickly  that  it  used  to  make  my  little 
head  swim  to  watch  him.  And  the  noise !  It  was  simply 
aggravating  beyond  words — that  is,  a  tiny  bird's  words. 
How  I  did  hate  that  pen  and  that  scratching  noise !  I 
would  seize  it  in  my  bill  as  Fessor  made  it  scratch  on 
the  paper.  As  I  held  on  he  went  on  writing,  and  that 
used  to  jerk  my  head  up  and  down,  and,  of  course,  it 
dragged  me  right  across  the  paper.  But  I  didn't  intend 
to  let  go ;  I  wanted  him  to  stop  and  talk  to  me,  so  back 
and  forth  we'd  go,  he  trying  to  write  with  me  holding 
onto  the  pen,  and  I  determined  not  to  let  go,  my  head 
bobbing  up  and  down  to  the  movements  of  his  writing 
and  my  feet  slipping  over  the  paper  and  smearing  the 
ink,  until  I  got  too  tired  to  hold  on  and  had  to  let  go. 

Now  and  again  he  was  determined  not  to  let  me  touch 
that  pen,  and  then  we  had  a  time.  He  made  a  barricade 
of  his  left  hand  to  protect  his  writing  hand,  and  tried 
to  keep  me  away  like  that,  but  I  showed  him  how  spunky 
a  baby  sparrow  could  be.  I  pecked  at  the  pen  through 
his  fingers,  and  watched  for  the  least  opening,  and  the 
moment  he  gave  me  a  chance,  I  darted  in  and  seized  the 
pen.  Then  he  tried  to  shake  me  off,  generally  laughing 
at  me,  calling  me  a  queer  little  birdie  all  the  time, 
and  he  even  lifted  me  up  while  I  held  on  to  the  pen  with 
my  beak,  and  in  that  way  tried  to  discourage  me  from 
fighting  it.  But  I  don't  think  he  ever  knew  how  I  dis- 
liked that  wretched  little  stick.  Why  should  it  be  in 
Fessor's  hands  all  the  time?  I  wanted  him  to  take  me 


SECOND  SUPPLEMENT  297 

in  his  hands  and  go  out  for  a  walk  with  me,  and  I  didn  't 
like  his  spending  so  much  time  pushing  that  pen  back 
and  forth. 

I  couldn't  bear  to  be  anywhere  else  than  right  in  his 
hand.  Here  is  a  little  piece  I  found  on  the  desk  one  day 
which  tells  just  how  he  used  to  care  for  me : 

' '  She  is  now  asleep  in  my  left  hand,  though  it  is  early 
afternoon.  Crawling  in  between  my  fingers,  she  com- 
fortably arranged  herself,  perched  on  one  of  my  bent 
fingers  (the  others  covering  her),  and  then,  putting  her 
head  under  her  right  wing,  she  quietly  dropped  off  to 
sleep.  Many  nights  when  I  am  in  the  study  at  her 
bedtime,  she  has  refused  to  perch  on  the  branches  of 
the  bough.  She  comes  to  my  feet  and  pleads  to  be  lifted 
up.  As  I  put  down  my  hand  she  jumps  into  it,  and  as 
I  lift  her  up  and  place  her  in  my  left  hand  she  nestles 
down  into  it  as  if  it  were  a  nest,  curves  her  head  under 
her  wing,  and  goes  to  sleep.  If  my  fingers  are  not  com- 
fortable to  her,  she  pecks  at  them — sometimes  very 
vigorously — until  I  put  them  as  she  desires. 

"The  other  evening  I  determined  I  would  not  let  her 
go  to  sleep  in  my  hand,  so  I  made  her  a  cosy  nest  in  the 
drawer  immediately  under  my  right  arm.  I  coaxed  her 
into  this  by  putting  two  of  my  fingers  into  it,  upon  which 
she  immediately  squatted.  But  something  was  lacking 
in  the  new  roosting  place  or  nest.  Two  fingers  were 
not  enough,  and  for  nearly  half  an  hour  my  daughter  and 
I  watched  her  as  she  pecked  at  my  fingers  and  thumb 
above,  seeking  to  pull  them  down  under  her  so  that  she 
would  have  a  "full  hand"  to  nest  on.  At  length  she 
decided  to  take  the  two  fingers,  so  long  as  with  finger 
and  thumb  I  rubbed  her  head.  Soon  her  little  head 
swung  under  her  wing,  and  as  soon  as  she  was  asleep 
I  withdrew  the  two  under  fingers." 

THE  END  (As  THE  "FESSOR"  TOLD  IT) 

"It  was  Thursday,  August  3, 1905.  We  (that  is,  Scrag- 
gles  and  I)  had  had  a  good  day  together.  We  went  out 
and  I  dug  worms  for  her,  and  she  seemed  happy  and 
improving  in  health  and  appearance.  During  the  day 
she  followed  me  out  to  the  bathroom  and  all  around  sev- 


298       MORAL  AND  HUMANE  EDUCATION 

eral  times,  and  when  I  went  to  lie  down  and  read  she 
came  and  insisted  upon  my  holding  her,  or  allowing  her 
to  sit  on  my  hand.  When  I  moved  to  turn  the  page  she 
jumped  upon  my  sleeve  and  hopped  up  to  my  shoulder 
and  neck,  where  she  stayed  for  half  an  hour  or  more. 

"After  feeding  herself  she  came  and  perched  in  her 
usual  place  on  my  foot  but  I  must  have  forgotten  her  for 
a  moment.  My  brain  was  much  occupied  with  an  im- 
portant chapter  of  my  book,  and  jumping  up  hastily  I 
stepped  to  the  bookcase  to  the  left  of  my  desk  to  consult 
some  volume,  and  almost  as  soon  as  I  did  so  looked 
around  to  see  where  Scraggles  was.  I  looked  towards  her 
sa.nd  bath  and  the  food  saucers,  then  to  her  little  tree, 
but  she  was  not  to  be  seen.  Then,  as  I  often  did,  I  tilted 
back  my  chair  to  see  if  she  was  at  my  feet,  and  to  my 
intense  distress  I  saw  her  there,  dead,  on  the  bear  skin 
I  used  as  a  rug. 

"Dear  little  Scraggles!  I  little  thought  when  I  first 
saw  you  struggling  to  get  away  from  me,  as  if  afraid  I 
might  devour  you,  that  we  should  so  soon  become  such 
inseparable  friends.  I  have  felt  often  since,  that  there 
are  many  men  I  could  far  better  spare  than  her, — many 
men  with  whom  two  months'  daily  association  would 
teach  me  less  than  did  this  little  raggedy,  ailing  song- 
sparrow.  Her  cheerfulness,  her  courage,  her  dauntless- 
ness,  her  self-reliance,  her  perfect  trust  and  confidence, 
her  evident  affection,  were  all  lessons  to  remain  in 
memory. 

"So  sleep,  content  and  serene,  dear  little  Scraggles, 
in  your  tiny  and  flower-embowered  resting-place.  You 
know  full  well  in  your  tiny,  but  love-filled  heart  that  just 
so  soon  as  I  have  met  all  the  human  loved  ones  in  the 
soul-life,  I  shall  seek  for  you,  and  seek  until  I  find,  for 
I  shall  want  you  even  in  heaven.  My  heaven  will  be  in- 
complete without  you. 

"So  in  the  life  of  the  future,  with  understanding  and 
love  made  sweeter  by  clearer  knowledge,  we  shall  love 
on;  for  of  all  great  things  that  abide  forever  'the  great- 
est is  love.'  " 


SECOND  SUPPLEMENT  299 

The  Story  of  Scraggles  is  abridged  from  the  original 
story  by  Professor  George  Wharton  James.  The  pupils 
should  read  the  entire  story  as  it  is  a  little  classic  in 
literary  value  and  its  interpretation  of  the  noble  humil- 
ity and  sympathy  of  a  great  man  and  the  loving  trust 
and  affection  of  an  atom-like  bird  conveys  a  strong  les- 
son. By  permission  of  the  author  and  the  publishers, 
Little,  Brown  &  Company. 

JOHN  JAMES  AUDUBON 

SEVENTH  GRADE — OCTOBER 

IMPORTANT  FACTS 

John  James  LaForest  Audubon,  born  at  Mandeville, 
Louisiana,  May  4th,  1780. 

Resided:  Variously  at  St.  Domingo  of  the  West  In- 
dies, Nantes,  France;  at  Louisville  and  other  towns  of 
Kentucky,  Cincinnati,  New  Orleans,  Philadelphia,  New 
York,  Paris,  London;  he  traveled  also  through  Florida, 
South  Carolina,  the  northern  states,  Labrador,  Canada, 
Yellowstone  Park  of  this  country,  and  through  France, 
England  and  Scotland  of  the  old  world. 

Business :  Artist,  various  business  ventures,  taxiderm- 
ist, author,  and  canvasser. 

Publications :  The  Birds  of  North  America,  American 
Ornithological  Biography,  Birds,  Biography  (of  him- 
self), Quadrupeds  and  Biography  of  American  Quadru- 
peds. 

Died  January  27th,  1851,  in  New  York. 

PARENTAGE 

His  father  was  a  sea-faring  man  and  a  Frenchman; 
his  mother  was  a  Spanish  Creole  of  Louisiana — the  old 
chivalrous  Castilian  blood  modified  by  new-world  con- 
ditions. 

The  two  race  strains  that  mingle  in  him  probably 
account  for  his  romantic  and  artistic  temper  and  tastes. 

The  couple  seem  to  have  occupied  for  a  time  a  planta- 
tion belonging  to  a  French  Marquis,  situated  at  Mande- 
ville on  the  North  Shore  of  Lake  Ponchartrain.  Here 


300       MORAL  AND  HUMANE  EDUCATION 

three  sons  were  born  to  them,  of  whom  John  James 
LaForest  was  the  third.  The  daughter  seems  to  have 
been  younger.  His  own  mother  perished  in  a  slave 
insurrection  in  St.  Domingo,  where  the  family  had  gone 
to  live  on  the  Audubon  estate. 

Not  long  after  the  father  returned  to  France,  where 
he  married  a  second  time,  giving  the  son,  as  he  him- 
self says,  the  only  mother  he  ever  knew.  This  woman 
proved  a  rare  exception  among  stepmothers — but  she 
was  too  indulgent,  and,  Audubon  says,  completely  spoiled 
him. 

EDUCATION  AND  YOUTH 

With  her  he  lived  in  the  city  of  Nantes,  France,  where 
he  appears  to  have  gone  to  school.  It  was,  however,  only 
from  his  private  tutors  that  he  says  he  got  any  benefit. 
His  father  desired  him  to  follow  in  his  footsteps,  and 
he  was  educated  accordingly,  studying  drawing,  geogra- 
phy, mathematics,  fencing,  and  music.  Mathematics  he 
found  hard,  full  work,  as  have  so  many  men  of  like  tem- 
perament, before  and  since,  but  music  and  fencing  and 
geography  were  more  to  his  liking.  He  was  an  ardent, 
imaginative  youth,  and  chafed  under  all  drudgery  and 
routine. 

In  his  autobiography  Audubon  relates  an  incident  that 
occurred  when  he  was  a  child,  which  he  thinks  first 
kindled  his  love  for  birds.  It  was  an  encounter  between 
a  pet  parrot  and  a  tame  monkey  kept  by  his  mother.  One 
morning  the  parrot  asked  as  usual  for  her  breakfast  of 
bread  and  milk,  whereupon  the  monkey,  being  in  a  bad 
humor,  attacked  the  poor,  defenseless  bird,  and  killed  it. 
Audubon  screamed  at  the  cruel  sight,  and  implored  the 
servant  to  interfere  and  save  the  bird,  but  without  avail. 
The  boy's  piercing  screams  brought  the  mother,  who 
succeeded  in  tranquillizing  the  child.  The  'tragedy 
awakened  in  him  a  lasting  love  for  his  feathered  friends. 

Audubon 's  father  seems  to  have  been  the  first  to  direct 
his  attention  to  the  study  of  birds,  and  to  the  observance 
of  Nature  generally.  Through  him  he  learned  to  notice 
the  beautiful  colorings  and  markings  of  the  birds,  to 
know  their  haunts,  and  to  observe  their  change  of  plum- 


SECOND  SUPPLEMENT  301 

age  with  the  changing  seasons;  what  he  learned  of  their 
mysterious  migrations  fired  his  imagination. 

He  speaks  of  this  early  intimacy  with  Nature  as  a 
feeling  which  bordered  on  frenzy.  Watching  the  growth 
of  a  bird  from  the  egg  he  compares  to  the  unfolding  of  a 
flower  from  the  bud. 

The  pain  which  he  felt  in  seeing  the  birds  die  and 
decay  was  very  acute.  Fortunately,  about  this  time  some- 
one showed  him  a  book  of  illustrations,  and  henceforth 
"a  new  life  ran  in  my  veins,"  he  says.  To  copy  Nature 
was  thereafter  his  one  engrossing  aim. 

PERSONALITY 

He  was  temperate  and  abstemious.  "I  ate  no  butch- 
er's meat,  lived  chiefly  on  fruits,  vegetables  and  fish, 
and  never  drank  a  glass  of  spirits  or  wine  until  my 
wedding  day.  All  this  time  I  was  fair  and  rosy,  strong 
and  active  as  one  of  my  age  and  sex  could  be,  and  as 
active  and  agile  as  a  buck." 

That  he  was  energetic  and  handy  and  by  no  means  the 
mere  dandy  that  his  extravagance  in  dress  might  seem  to 
indicate,  is  evidenced  from  the  fact  that  he  made  a 
journey  on  foot  to  New  York  and  accomplished  the  ninety 
miles  in  three  days  in  mid-winter. 

The  love  of  his  bird  studies  and  drawings  was  fast  be- 
coming his  ruling  passion. 

Mr.  William  Bakewell,  the  brother  of  his  wife,  Lucy, 
has  given  us  a  glimpse  of  Audubon  and  his  surroundings 
at  the  time.  "Audubon  took  me  to  his  home.  On  enter- 
ing his  room  I  was  astonished  and  delighted  that  it  was 
turned  into  a  museum.  The  walls  were  festooned  with 
all  sorts  of  birds'  eggs  carefully  blown  out  and  strung 
on  a  thread.  The  chimney  piece  was  covered  with  stuffed 
squirrels,  raccoons  and  opossums ;  and  the  shelves  around 
were  likewise  crowded  with  specimens,  among  which  were 
fishes,  frogs,  snakes,  lizards,  and  other  reptiles.  Besides 
these  stuffed  varieties,  many  paintings  were  arrayed 
upon  the  walls,  chiefly  of  birds.  He  had  great  skill  in 
stuffing  and  preserving  animals  of  all  sorts.  He  had 
also  a  trick  of  training  dogs  with  great  perfection,  of 
which  art  his  famous  dog  Zephyr  was  a  wonderful  exam- 


302       MORAL  AND  HUMANE  EDUCATION 

pie.  He  was  an  expert  swimmer,  a  clever  rider,  pos- 
sessed great  activity,  prodigious  strength,  and  was  nota- 
ble for  the  elegance  of  his  figure,  and  the  beauty  of  his 
features,  and  he  aided  Nature  by  a  careful  attendance 
to  his  dress." 

Audubon 's  belief  in  himself  helped  him  wonderfully. 
He  knew  that  he  had  talents,  he  insisted  on  using  them. 
Most  of  his  difficulties  came  from  trying  to  do  the  things 
he  was  not  fitted  to  do.  He  did  not  hesitate  to  use  his 
talents  in  a  humble  way,  when  nothing  else  offered — 
portraits,  landscapes,  birds  and  animals  he  painted,  but 
he  would  paint  the  cabin  walls  of  the  ship  to  pay  his 
passage,  if  he  was  short  of  funds,  or  execute  crayon  por- 
traits of  a  shoemaker  and  his  wife,  to  pay  for  shoes  to 
enable  him  to  continue  his  journeys.  He  could  sleep  on 
a  steamer's  deck,  with  a  few  shavings  for  a  bed,  and, 
wrapped  in  a  blanket,  look  up  at  the  starlit  sky. 

BUSINESS 

Audubon  was  not  cut  out  for  business;  his  heart  was 
more  and  more  with  the  birds,  and  his  business  more  and 
more  neglected.  He  was  not  growing  rich,  but  he  was 
happy.  "I  looked  on  Nature  only,"  he  says,  "and  my 
days  were  happy  beyond  human  conception,  and  beyond 
this  I  really  cared  not." 

As  Audubon  deserted  his  business,  his  business  soon 
deserted  him.  He  had  no  genius  for  accumulating  money 
nor  for  keeping  it  after  he  had  gotten  it. 

His  SPECIAL  WORK 

Audubons  capacity  for  work  was  extraordinary.  His 
enthusiasm  and  perseverance  were  equally  extraordinary. 
His  purposes  and  ideas  fairly  possessed  him.  Never  did 
a  man  consecrate  himself  more  fully  to  the  successful 
completion  of  the  work  of  his  life  than  did  Audubon  to 
the  finishing  of  his  "American  Ornithology." 

The  first  volume  of  his  bird  pictures  was  completed 
this  summer,  and,  in  bringing  it  out,  forty  thousand 
dollars  had  passed  through  his  hands.  It  had  taken 
four  years  to  bring  that  volume  before  the  world. 


SECOND  SUPPLEMENT  303 

His  great  work,  the  "Birds  of  America,"  had  been 
practically  completed,  incredible  difficulties  had  been 
surmounted,  and  the  goal  of  his  long  years  of  striving 
had  been  reached. 

About  the  very  great  merit  of  this  work,  there  is  but 
one  opinion  among  competent  judges.  It  is,  indeed,  a 
monument  to  the  man's  indomitable  energy  and  perse- 
verance, and  it  is  a  monument  to  the  science  of  ornithol- 
ogy. The  drawings  of  the  birds  are  very  spirited  and 
life-like,  and  their  biographies  copious,  picturesque,  and 
accurate,  and,  taken  in  connection  with  his  many  jour- 
nals, they  afford  glimpses  of  the  life  of  the  country  dur- 
ing the  early  part  of  the  century,  that  are  of  very  great 
interest  and  value. 

In  writing  the  biography  of  the  birds  he  wrote  his 
autobiography  as  well,  he  wove  his  doings  and  adven- 
tures into  his  natural  history  observations.  This  gives 
a  personal  flavor  to  his  pages,  and  is  the  main  source  of 
their  charm. 

Probably  most  of  the  seventy-five  or  eighty  copies  of 
"Birds"  which  were  taken  by  subscribers  in  this  country 
are  still  extant,  held  by  the  great  libraries,  and  learned 
institutions.  The  Lenox  Library  in  New  York  owns 
three  sets.  The  Astor  Library  owns  one  set.  I  have 
examined  this  work  there ;  there  are  four  volumes  in  a 
set;  they  are  elephant  folio  size — more  than  three  feet 
long,  and  two  or  more  feet  wide.  They  are  the  heaviest 
books  I  ever  handled.  It  takes  two  men  to  carry  one 
volume  to  the  large  racks  which  hold  them  for  the  pur- 
pose of  examination.  The  birds,  of  which  there  are  a 
thousand  and  fifty-five  plates,  are  all  life  size,  even  the 
great  eagles,  and  appear  to  be  unfaded.  This  work, 
which  cost  the  original  subscribers  one  thousand  dollars, 
now  brings  four  thousand  dollars  at  private  sale. 

His  LIFE'S  ENDING. 

Audubon's  last  years  were  peaceful  and  happy,  and 
were  passed  at  his  home  on  the  Hudson,  amid  his  chil- 
dren and  grandchildren,  surrounded  by  the  scenes  that 
he  loved. 


304       MORAL  AND  HUMANE  EDUCATION 

The  foregoing  are  extracts  from  John  James  Audu- 
bon,  by  John  Burroughs,  published  by  Small,  Maynard 
&  Co.,  Boston,  and  are  printed  by  courtesy  of  the  pub- 
lishers. The  biography  makes  excellent  home-reading 
for  the  pupils. 

THE  COST  OF  A  FEATHER 

EIGHTH  GRADE — OCTOBER 

I  have  come  to  plead  for  the  preservation  of  some- 
thing infinitely  dear  and  precious  to  the  world:  its  ideals 
of  womanhood !  And  truly,  friends,  they  are  in  imminent 
peril.  Woman  has  stood  through  the  centuries  as  em- 
bodied tenderness  and  sympathy.  Her  "gentleness  has 
made  her  great. "  Painting  and  sculpture  represent 
her  with  the  deep,  maternal  breast  within  which  little 
children  and  helplessness  everywhere  hide  their  tearful 
faces.  About  her  knees  humanity  clings  for  refuge  from 
cruelty  and  wrong.  She  is  Portia,  when  men's  argu- 
ments fail  in  courts  of  justice ;  and  the  Bible  hath  it  that 
only  God  is  "tenderer  than  a  mother/' 

This  is  the  world's  reverent  ideal  of  woman:  the 
pillow  upon  which  its  trust  has  slept  undisturbed  until 
the  present. 

And  now,  a  cry  is  heard  in  our  land,  in  all  lands,  that 
this  ideal,  the  world 's  cherished  possession,  is  being  slain 
by  woman's  own  hand.  A  whisper  has  arisen  to  a  menace 
— I  do  not  exaggerate — for  do  we  not  know  that  in  this 
day,  when  the  nations  of  the  earth  are  meeting  together 
in  an  effort  to  hasten  the  consummation  of  peace  upon 
earth;  in  this  which  has  been  called  the  "Woman's  Cen- 
tury," we  are  appealing  to  the  courts  of  justice  to  pro- 
tect one  of  the  most  innocent,  beautiful  and  useful  of 
creations,  against  the  cruel  vanity  of  woman?  Unless 
all  good  women  use  their  influence  against  this  fashion, 
the  danger  is  imminent  that  ours  will  be  a  birdless  world ! 
From  seashore  and  forest  and  field  the  wail  is  swelling, 
that  where  once  were  thousands  upon  thousands  of  useful, 
ornamental  birds,  some  localities  have  been  entirely  de- 
populated. Where  once  the  islands  about  Florida  were 
white  with  the  beautiful  egrets,  one  is  now  rarely  seen. 


SECOND  SUPPLEMENT  305 

A  picture  on  exhibition  in  New  York,  by  the  great  paint- 
er, George  Inness,  represents  a  forest  interior  in  Florida 
with  a  solitary  egret;  a  prophecy  of  no  light  import. 

The  press,  always  the  champion  of  the  helpless  and  op- 
pressed, pronounces  the  wearing  of  birds  "degrading" 
and  declares  that  women  can  no  longer  plead  ignorance, 
since  this  alarm  has  sounded  through  the  civilized  world. 
The  pulpit  expresses  amaze  that  woman,  supposed  to  be 
more  tender  than  man,  will  allow  cruelties  simply  fiend- 
ish to  be  carried  on  at  the  beck  of  fashion.  I  quote  an 
eminent  clergyman,  who  declares  that  "if  they  under- 
stand what  misery  in  the  bird  realm  this  costs,  the  world 
must  lose  its  respect  for  them."  These  are  bold  words, 
dear  friends.  Do  you  wonder  I  say  the  world 's  ideals 
of  woman  are  in  grave  peril? 

I  have  referred  to  the  London  clergyman,  he  thus  ad- 
dressed his  ^congregation, — ' '  Some  of  you,  my  friends, 
followers  of  the  gentle  Christ,  come  to  worship  wearing 
aigrette  plumes.  Do  you  realize  that  this  aigrette  is 
called  the  'maternity  plume'  because  it  only  grows  on 
the  bird  at  the  time  of  nesting,  and  to  obtain  one  such 
feather  involves  not  only  the  cruel  death  of  the  beauti- 
ful mother  heron,  but  the  whole  nestful  of  newly  born 
birds  ?  What  a  price  to  pay !  What  a  travesty  upon  re- 
ligion to  stand  and  sing  '  0,  all  ye  fowls  of  the  air  bless 
ye  the  Lord,  praise  Him  and  magnify  Him  forever!'  ' 

And,  friends,  what  of  our  husbands  and  sons,  and  their 
ideals  of  womanhood,  and  the  risk  we  run  of  falling  from 
our  high  place  in  their  reverence  ?  They  understand  now 
the  brutal  methods  by  which  the  aigrette  is  obtained,  yet 
we  wives  and  mothers  dare  to  look  into  their  faces  with 
the  satin  breast  of  a  tern  or  sea  gull  shading  our  un- 
ashamed eyes! 

Do  you  remember  how  stirred  with  righteous  indigna- 
tion the  souls  of  decent  people  were  over  the  disgraceful 
scenes  at  the  Long  Island  shooting  matches  and  how  a 
little,  sensitive-souled  boy  who  witnessed  the  revolting 
pastime  became  insane  over  the  memory  of  the  massacre 
of  the  doves-? 

Our  attitude  toward  the  bird  is  against  our  American 
traditions,  our  national  spirit,  and  our  boasted  ideas  of 


306       MORAL  AND  HUMANE  EDUCATION 

liberty.  North,  South,  East,  West,  our  gates  swing  wide 
— to  whomsoever  will  enter.  Here  the  stranger  is  ad- 
mitted to  full  familyship,  his  rights  protected,  his  chil- 
dren educated,  and  the  harvests  of  our  fields  are  his  to 
share.  Yet  against  our  upright  little  "Citizen  Bird," 
our  neighbor  and  benefactor,  an  ornament  and  delight 
to  our  world,  we  are  waging  a  crusade  more  unnatural 
and  unjust  than  any  the  world  has  known  since  the  days 
of  Herod;  and  the  "gentler  sex"  is  waging  it! 

In  all  ages  until  now  the  bird  has  been  loved  and  pro- 
tected. The  ancients  revered  them.  Fable  and  song  have 
immortalized  them,  little  children  regard  them  with 
ecstasy,  and  in  all  the  world  I  have  never  heard  of  a 
person  who  did  not  love  the  birds. 

And  is  it  not  questionable,  apart  from  prejudice  or 
sentiment,  whether  dead  birds  do  really  adorn ;  whether 
it  is  really  becoming  to  any  woman  "to  w^ar,  like  the 
savage,  the  scalps  of  the  slain"?  We  are  not  usually 
enamored  of  the  suggestions  of  death;  and  this  stark 
little  corpse  out  of  which  the  beauty  has  been  twisted, 
the  staring  bead  eyes,  the  rumpled  plumage,  the  poor 
little  beak  that  will  never  again  part  in  rapturous  song ; 
the  wonderful  wings  we  have  robbed  of  their  matchless 
grace  of  flight — are  these  lovely? 

"We  that  never  can  make  it 

Yet  dare  to  unmake  it, 
Dare  take  it  and  break  it  and  throw  it  away." 

It  is  not  our  purpose  to  coldly  compute  the  unspeak- 
able economic  value  of  the  birds  to  our  orchards  and 
fields  and  gardens.  It  has  been  truly  said,  if  women  are 
not  moved  by  the  sentiment  in  this  question,  no  other 
appeal  would  avail.  Today,  friends,  let  us  exalt,  in 
their  beauty  and  aesthetic  charm,  these  singing  orchids 
that  flutter  among  our  forest  trees!  These  winged 
jewels  of  sapphire,  and  ruby,  and  emerald  that  gem  the 
common  air!  Oh,  there  is  nothing  in  heaven  above,  or 
earth  beneath,  or  the  waters  under  the  earth,  half  so 
beautiful  as  this  rare  thing  we  call  a  bird,  and  which 
the  daughters  of  Eve  are  using  not  to  uplift  but  to 
debase ! 


SECOND  SUPPLEMENT  307 

Have  you  never  said  ' '  thank  you ! "  to  a  vesper-sparrow 
singing  his  pensive  little  evensong  on  a  fence,  or  to  a 
hermit  thrush  in  some  forest  cathedral,  when  his  heaven- 
ly note  brought  your  soul  to  its  knees,  and  the  angel  in 
you  leaned  out  to  adore? 

And  could  you  wear  a  bird  on  your  hat  after  that 
service  ? 

Mrs.  May  Riley  Smith,  abridged.  Special  Leaflet  14. 
Published  by  National  Association  of  Audubon  Societies, 
New  York. 

THE  TRIPOD  FOX. 

SIXTH  GRADE — NOVEMBER. 

It  was  a  clear,  crisp  morning  in  October,  with  just 
chill  enough  in  the  air  to  set  the  blood  tingling  and  to 
whet  the  appetite.  There  had  been  a  hard  frost  the 
night  before,  and  along  the  little  water  courses  and  in 
other  low  places  there  was  a  white  lacework  of  frost 
suggestive  of  what  the  cold  would  do  a  few  weeks  later. 

Reynard,  the  red  fox,  was  following  a  small  stream 
up  the  wind,  looking  for  his  breakfast.  This  was  his 
favorite  way  of  hunting,  for  it  gave  him  the  advantage 
both  of  seeing  and  smelling,  so  if  the  wind  had  been 
in  the  opposite  direction  he  would  have  hunted  down 
stream  instead  of  up. 

Presently  he  got  a  good  whiff  of  game  scent  from  up 
stream  and  stealthily  advanced  upon  it.  His  nostrils 
were  extended,  his  hungry,  yellow  eyes  ablaze,  and  his 
whole  frame  quivering  with  excitement.  As  he  drew 
nearer  he  crouched  low  to  the  ground,  going  almost 
upon  his  belly.  Then  the  wind  freshened  and  he  got  a 
whiff  of  bird  scent  so  strong  that  there  was  no  mistak- 
ing it. 

A  few  more  crouching,  creeping  steps  brought  the 
fox  out  into  a  small  open  spot,  where  the  brook  broad- 
ened into  a  pool  five  or  six  feet  across.  There,  just  over 
the  middle  of  the  pool,  a  foot  or  so  above  the  water,  was 
a  sparrow  hanging  head  down  and  quite  motionless. 

Reynard's  first  impulse  was  to  spring,  but  as  the  bird 
neither  fluttered  nor  moved,  this  impulse  was  checked, 
and  he  fell  to  considering. 


308       MORAL  AND  HUMANE  EDUCATION 

It  was  very  queer  that  a  bird  should  sustain  itself 
in  mid  air  without  using  its  wings.  It  also  was  not 
afraid  of  him.  This,  too,  was  strange.  Then  the  fox 
noticed  a  small,  straight  twig  running  from  the  bird's 
feet  up  into  the  branches  of  the  tree  that  overhung 
the  brook. 

Was  the  bird  holding  to  this,  or  was  the  twig  holding 
the  bird?  This  last  seemed  more  likely,  for  the  bird 
must  be  dead,  as  it  neither  fluttered  nor  chirped. 

It  was  a  very  handy  breakfast,  almost  providential, 
in  fact,  but  there  was  something  about  it  that  the  fox 
did  not  like.  He  was  accustomed  to  working  for  his 
board,  and  having  the  meal  thus  set  before  him  with- 
out price  seemed  queer. 

Then  he  sniffed  the  bank  up  and  down  the  little 
stream  for  thirty  feet.  There  seemed  to  be  no  man 
scent.  He  crossed  over  and  tried  the  other  side.  This, 
to,  was  untainted.  After  all,  perhaps  it  was  all  right. 

Once  he  thought  he  got  a  suggestion  of  man  scent 
from  a  broken  twig,  but  finally  concluded  that  it  was 
the  taint  he  had  got  further  down  the  brook  that  still 
lingered  in  his  nostrils. 

The  bird  was  too  far  out  over  the  water  for  him  to 
reach  it  from  shore,  but  there  was  a  convenient  stone, 
covered  with  a  bit  of  moss,  half  wray  between  him  and 
his  breakfast.  This  would  make  good  footing.  A  fox 
never  wets  his  feet  if  he  can  help  it,  and  he  would  use 
this  stepping-stone. 

He  paused  a  moment  with  one  paw  uplifted  as  he 
reached  for  the  bird.  It  was  all  too  strangely  easy. 

Pooh !  what  was  the  use  of  questioning  the  good  for- 
tune that  had  made  his  breakfast  come  easy  for  once,  so 
he  stepped  boldly  out  upon  the  moss. 

Then  something  jumped  from  out  the  water  and 
caught  his  leg  just  above  the  first  joint  so  quickly  that 
he  knew  not  how  it  was  done.  With  a  lightning  spring 
he  bounded  backward,  bringing  a  long,  snake-like  thing 
out  of  the  brook  after  him  and  a  queer  looking  clam 
upon  his  paw. 

Whe-e-e-w!  How  it  bit!  He  snapped  at  it,  and 
shook  his  paw,  but  it  still  clung.  Then  he  bit  at  it 


SECOND  SUPPLEMENT  309 

furiously.  It  did  not  bite  back,  but  it  was  so  hard  that 
it  hurt  his  teeth,  which  seemed  to  make  no  impression 
upon  it.  But  he  would  soon  shake  it  off,  and  he  spun 
round  and  round,  snapping  and  snarling,  even  crossing 
to  the  other  side  of  the  brook.  But  the  snake-like  thing 
followed  him,  and  the  clam  bit  harder  and  harder.  He 
would  see  what  effect  water  had  on  it ;  perhaps  he  could 
drown  it.  He  held  the  clam  under  water  for  a  minute 
or  two,  but  it  still  nipped  him,  and  the  snake-like  thing 
followed  as  before. 

Perhaps  if  he  could  kill  this  noisy  thing  that  rattled 
after  him  everywhere  he  went,  the  clam  would  let  go 
his  paw,  so  he  attacked  the  chain  furiously,  but  it  was 
as  hard  as  ever  and  the  clam  seemed  only  to  mock  him. 

Then  he  lay  down  and  licked  his  throbbing  paw,  and 
wondered  vaguely  how  it  had  happened.  He  was 
always  careful,  but  this  evidently  was  some  strange 
device  to  kill  him. 

He  wriggled  and  twisted,  bit  and  tore ;  lay  upon  the 
ground  and  shook  his  paw,  sprang  suddenly  into  the 
air,  crossed  from  one  side  of  the  brook  to  the  other,  and 
tried  every  stratagem  known  to  fox  cunning,  but  all  to 
no  purpose,  for  the  ugly  clam  still  held  his  paw  with  a 
grip  like  death. 

Foam  dripped  from  his  lips,  and  his  eyes  grew  wild 
and  bloodshot.  His  breath  came  hard  and  fast,  while 
in  his  heart  fear  contended  with  sullen  rage  for  mas- 
tery. He  was  very  thirsty,  but  did  not  dare  drink  in 
the  brook,  for  he  thought  it  would  do  him  some  harm. 
The  field  and  woods  had  seemed  so  free  and  wild  an 
hour  before,  and  now  they  were  filled  with  terror.  This 
bit  of  a  demon  on  his  paw  had  changed  everything. 

After  one  of  these  wild  plunges,  in  which  he  shook 
himself,  rolled  and  tumbled,  snapped  and  snarled,  he 
bit  at  his  paw  in  sheer  desperation.  It  did  not  hurt  so 
much  as  he  had  expected,  and  a  new  idea  came  to  him. 
If  he  could  not  get  his  paw  from  the  strange  creature's 
mouth,  he  might  leave  the  part  it  had  hold  of,  and 
escape  on  three  legs. 

He  lay  down  again  for  a  moment,  to  get  back  his 
wind  and  courage,  and  then  with  a  few  sharp  crunches 


310       MORAL  AND  HUMANE  EDUCATION 

of  his  jaws  severed  the  limb,  and  was  free,  minus  the 
torn  and  bleeding  forepaw  in  the  trap.  Free  to  hop  off 
on  three  legs  into  the  woods.  But  he  left  a  bloody  trail 
on  ferns  and  leaves,  and  many  a  tuft  of  moss  was 
painted  crimson. 

From  that  time  on  he  was  known  to  both  man  and 
beast  as  the  three-legged  fox,  an  outcast  and  a  vagrant, 
hunted  and  dogged  by  men. 

In  time  he  learned  to  travel  very  well  on  three  legs, 
but  he  never  could  conceal  his  identity.  If  any  boy  on 
his  way  to  school  saw  a  ragged  fox  track  he  would  at 
once  tell  the  other  boys  that  the  tripod  fox  had  crossed 
the  night  before  in  Jenkins's  pasture.  If  the  snow  was 
soft,  one  of  the  paw  prints  was  always  deeper  than  the 
others,  and  if  it  was  very  deep  you  could  see  where  the 
stump  dragged  in  the  snow. 

He  never  could  excel  in  the  long,  hard  chase,  for  his 
lameness  prevented  that,  so  his  wits  had  to  make  up 
what  he  lacked  in  fleetness.  There  were  many  kinds  of 
hunting,  too,  that  he  had  to  forego,  but  he  developed  a 
cunning  and  resourcefulness  that  were  not  matched  by 

any  other  fox  in  the  country. 

####**##*# 

It  was  not  until  his  fifth  year  that  the  tripod  fox  met 
Fuzzy,  the  one  oasis  in  his  desert  life.  Fuzzy  was  three 
years  old,  and  she  alone  of  all  his  kindred  seemed  to 
overlook  his  infirmity.  Presently  three  little  kit  foxes 
made  their  appearance,  and  the  tripod  fox  was  the 
proudest  sire  for  many  miles  around.  He  made  longer 
excursions  into  the  valley  than  ever  he  had  before,  for 
he  had  to  hunt  for  the  family. 

The  annual  fox  hunt,  which  was  to  be  followed  by  a 
banquet  in  the  evening,  took  place  about  the  first  of 
November.  A  horseman  with  a  bugle  had  awakened 
the  fox  hunters  at  four  a.  m.,  and  the  men  and  the  pack 
were  off  at  five. 

Fuzzy  and  the  youngsters  had  gone  into  the  meadows 
to  look  for  food  that  morning  at  about  three  o'clock. 

In  some  way  the  young  foxes  got  separated  from 
their  mother,  and  ran  recklessly  about  without  any 
other  purpose  than  to  keep  out  of  reach  of  the  noisy 


SECOND  SUPPLEMENT  311 

pack.  As  the  club  said,  "They  were  just  old  enough 
to  play  nicely." 

By  seven  o'clock  the  pelts  to  two  of  them,  were 
dangling  from  the  pockets  of  lucky  hunters,  and  the 
third  fox,  who  had  also  been  shot  at,  bolted,  and  the 
hounds  went  out  of  hearing.  They  came  back  after 
about  two  hours,  for  a  pack  will  not  follow  a  fox  as 
far  straight  across  country  as  a  single  hound.  But  the 
young  fox,  who  had  been  badly  scared,  was  never  seen 
in  that  part  of  the  country  again. 

Once  more  the  tripod  fox  felt  himself  an  outcast  in 
the  land  of  his  fathers,  and  something  of  his  old  morose- 
ness  came  back  to  him.  But  still  he  had  Fuzzy,  and 
she  alone  was  the  joy  of  his  lonely  life.  December  and 
January  craAvled  by.  It  was  a  very  hard  winter,  and 
the  fox  family  had  all  they  could  do  to  keep  down  the 
pangs  of  hunger  that  gnawed  at  their  vitals. 

One  morning  Fuzzy  went  into  the  meadows  to  feast 
upon  a  dead  horse.  The  fox  club  had  drawn  the  dead 
horse  into  the  meadows  as  a  decoy,  where  they  could 
start  a  fox  without  so  much  trouble  as  they  would  other- 
wise have  to  take.  The  club  got  out  early  the  same 
morning  that  Fuzzy  made  her  trip  to  the  dead  horse, 
and  the  pack  at  once  took  her  track.  Seven  members 
of  the  fox  club  were  out,  and  they  patrolled  the  mea- 
dows thoroughly,  each  posted  at  some  likely  spot  for 
a  fox  to  cross. 

Half  way  back  to  the  mountain,  Fuzzy  ran  upon  one 
of  the  hunters,  and  had  a  close  shave  for  her  life.  Her 
coming  had  not  been  announced  by  the  pack,  and  the 
sportsman  was  not  ready  for  her.  His  glove  fumbled 
the  trigger,  and  as  the  fox  was  on  low  ground  he  shot 
over  her,  but  the  roar  of  the  gun  rolled  across  the  mea- 
dows and  echoed  from  hilltop  to  hilltop.  The  tripod 
fox  heard  it  on  the  mountain  and  was  anxious,  so  he 
came  out  at  the  top  of  a  cliff  under  a  small  spruce  to 
watch  and  listen. 

Presently  he  heard  the  pack  in  full  cry  and  saw  a 
small  yellow  speck  coming  straight  for  the  mountain 
about  half  a  mile  away.  It  was  Fuzzy.  She  was  run- 
ing  well,  and  the  pack  was  fifty  rods  behind  her.  She 


312       MORAL  AND  HUMANE  EDUCATION 

would  make  the  mountain  nicely,  if  no  unseen  hunter 
intervened. 

The  tripod  fox  strained  every  nerve  to  watch  the  race 
for  life  of  his  mate.  The  pack  did  not  gain  upon  her, 
and  he  felt  sure  that  she  would  make  it.  It  was  fine 
running  for  both  dog  and  fox,  and  the  pack  swept 
across  the  meadows  like  the  wind. 

Fuzzy  was  now  within  a  quarter  of  a  mile  of  the  foot 
of  the  mountain.  Her  mate  from  his  hiding  place  under 
the  spruce,  saw  nothing  but  clear  fields  before  her  and 
smiled  broadly  at  the  thought  of  her  triumph.  Then  he 
saw  a  team  driving  rapidly  across  the  meadows,  the 
horses  going  at  a  gallop.  On  the  seat  beside  the  driver 
was  a  tall,  gaunt  hound  that  the  tripod  fox  did  not  re- 
member to  have  seen  before. 

The  team  was  driving  to  head  off  the  pack  where  it 
would  cross  the  road  forty  rods  from  the  foot  of  the 
mountain.  The  man  was  holding  the  hound  by  the  col- 
lar, and  the  dog  was  straining  and  tugging  to  get  free. 
Then  the  pack  crossed  the  road  just  ahead  of  the  team, 
and  the  man  let  go  the  hound.  With  great  bounds  that 
ate  up  distance  like  an  express  train  he  came  after  the 
pack,  overtook  it,  and  drew  nearer  and  nearer  to  the 
flying  fox.  The  tripod  fox  saw  the  new  danger,  and 
gritted  his  teeth  and  strained  his  sight,  that  no  move- 
ment might  escape  him. 

Fuzzy  redoubled  her  efforts  and  drew  away  from  the 
pack,  but  the  gaunt  hound  closed  rapidly  in  upon  her. 
Only  four  or  five  rods  now  separated  them.  Twice  Fuzzy 
doubled  and  the  gaunt  monster  ran  by  her,  but  the 
third  time  he  reached  over  and  closed  his  lank  jaws 
upon  her  back  and  threw  her  over  backwards,  where 
she  lay  limp  upon  the  snow.  She  did  not  rise  again, 
for  her  back  had  been  broken  as  though  it  had  been  a 
reed. 

All  were  glad  except  the  red  fox  on  the  mountain, 
who  went  sullenly  back  to  his  lonely  den. 

Four  times  during  the  coming  week  the  tripod  fox 
witnessed  the  same  tragedy  in  the  valley  below, — the 
pack  in  full  cry,  the  flying  fox,  and  the  hideous  end  of 
death. 


SECOND  SUPPLEMENT  313 

Revenge  was  very  sweet  to  the  three-legged  fox,  and 
he  wanted  more  of  it.  They  had  not  paid  the  price 
of  Fuzzy 's  death  yet,  so  he  schemed  and  bided  his  time. 

The  first  of  March  was  exceptionally  warm,  and 
brought  rain,  and  then  a  sharp  frost,  which  left  a  crust 
like  ice.  This  was  what  the  tripod  fox  was  waiting 
for.  So  he  went  into  the  valley  early  one  morning  and 
left  his  trail  in  all  likely  places  and  then  came  back 
to  the  foot  of  the  mountain  and  waited.  One  hour,  two 
hours  went  by,  and  still  he  sat  there  upon  his  haunches 
waiting. 

Just  as  the  sun  was  peeping  over  the  eastern  hills  he 
heard  the  cry  of  the  pack,  and  again  that  broad  smile 
overspread  his  crafty  countenance. 

The  club  was  out  in  full  force  to-day,  for  it  was  to 
be  the  last  hunt  of  the  season,  and  everyone  wished  to 
bag  as  many  pelts  as  possible  to  swell  the  total  of  the 
year's  brushes.  The  red  fox,  sitting  on  his  haunches  at 
the  foot  of  the  mountain,  waited  until  the  pack  got 
within  twenty  or  thirty  rods  of  him  before  he  began 
the  ascent.  The  hounds  were  slipping  and  sliding  on 
the  crust,  but  the  fox  picked  out  the  best  path  for  them 
up  the  mountain  side  that  he  could  find.  By  keeping 
under  the  trees,  where  icicles  had  frozen  to  the  crust 
and  where  the  rain  had  not  fallen  so  freely,  he  found 
good  footing  for  them.  Up,  up  they  went,  the  fox  lead- 
ing by  a  few  rods,  and  the  pack  following  eagerly. 
Occasionally  the  hounds  caught  sight  of  the  fox  lei- 
surely climbing  a  few  rods  ahead  of  them,  and  the  valley 
below  echoed  with  their  full-throated  cry.  The  wait- 
ing hunters  on  the  crossroads  wondered.  A  fox  had 
never  taken  the  dogs  up  into  the  mountain  in  that  way 
before  and  they  were  surprised  that  the  pack  could  fol- 
low him  up  the  ascent  on  such  a  crust. 

Half  way  up  Reynard  stopped  and  waited,  to  give  the 
pack  a  good  look  at  him,  and  to  encourage  it  in  the 
ascent.  This  time  he  let  the  dogs  get  within  four  or 
five  rods  of  him.  He  did  not  climb  any  higher,  but  ran 
along  the  side  of  the  mountain  for  a  short  distance. 
Just  opposite  a  small  scrub  spruce  he  stopped  and  again 
waited  for  the  pack. 


314       MORAL  AND  HUMANE  EDUCATION 

On  came  the  pack  bellowing  wildly,  but  the  red  fox 
sat  quietly  waiting  its  coming.  The  climb  had  been 
slow  and  the  pack  was  nicely  together,  and  swept  along 
the  mountain  side  to  the  waiting  fox  almost  in  a  bunch. 

There  he  sat  like  a  statue,  grimly  inviting  it  on.  With 
yelps  and  snarls  of  eagerness  the  dogs  rushed  upon  him, 
but  he  barely  eluded  them,  slipping  and  sliding  just 
ahead  of  them  toward  the  scrub  spruce.  They  followed 
him  excitedly,  in  fact  they  could  do  nothing  else  once 
they  had  started  down  the  slippery  incline. 

One  of  the  hunters  in  the  valley  below  saw  the  pack 
following  along  the  side  of  the  mountain,  but  just  at 
the  scrub  spruce,  which  looked  like  a  bush  from  where 
he  stood,  he  lost  sight  of  it  and  waited  for  its  reappear- 
ance. Although  he  could  not  see  the  dogs  he  knew  by 
their  cries  that  they  were  close  upon  the  fox,  and  he 
fully  expected  them  to  catch  him,  if  he  did  not  hole, 
which  foxes  occasionally  did  in  the  mountains. 

He  was  still  straining  his  eyes  and  waiting  expect- 
antly, when  a  yellow  speck,  that  his  trained  sight  told 
him  was  a  fox,  shot  out  over  the  perpendicular  cliff, 
and  fell  three  hundred  feet  upon  the  rocks  below.  It 
was  still  in  the  air  when  a  white  object  much  larger 
followed  it.  This  had  not  struck  when  a  black  and 
white  form  fell.  The  hunter  gasped,  but  was  too  thun- 
derstruck to  speak.  Then  two  more  dogs  shot  over  the 
cliff  simultaneously,  a  fifth  followed,  and  a  second  later 
the  entire  pack  of  five  dogs,  valued  by  the  club  at  two 
hundred  dollars,  was  lying  upon  the  rocks,  most  of  the 
hounds  too  mangled  even  to  kick  in  their  death 
moments. 

The  reddish-yellow  pelt  of  the  tripod  fox  was  among 
the  black  and  white  of  the  pack,  but  never  before  had 
the  skin  of  a  solitary  fox  cost  such  a  price  as  that  which 
the  club  paid  for  the  pelt  of  the  tripod  fox. 

From  The  Trail  to  the  Woods.  Copyright  1906,  1907, 
by  Clarence  Hawkes.  Used  by  permission  of  the  Amer- 
ican Book  Company. 


SECOND  SUPPLEMENT  315 

A-HUNTING  OF  THE  DEER  IN  THE 
ADIRONDACKS 

SEVENTH  GRADE — NOVEMBER 

This  is  the  story  of  a  great  hunt.  Now,  most  great 
hunt  stories  present,  as  a  matter  of  course,  the  hunter 
as  the  hero  and  the  center  of  the  action.  He  is  the  one 
who  goes  forth  to  do  a  great  deed — meets  great  obstacles 
— overcomes  them — encounters  great  dangers  with  odds 
against  him — triumphs  over  them — slays  his  quarry  with 
courage,  skill  and  persistence — and  returns  to  receive  the 
plaudits  of  his  fellow  men.  Thus  the  regulation  hero  of 
the  traditional  hunt  story. 

Now,  this  tale  happens  to  be  the  record  of  a  real 
event  and  so  not  only  is  it  an  unusual  one, — the  events 
being  very  different  from  those  detailed  in  the  regula- 
tion tale  as  outlined  above,  for  instance,  but,  strangest 
of  all,  the  hero  is  'the  hunted.  In  fact  the  full  and  cor- 
rect name  of  this  story  is  "A-Hunting  of  the  Deer  from 
the  Deer's  Point  of  View." 

After  reading  this  story  in  full  in  the  original,  one  can 
never  again  doubt  that  the  point  of  view  makes  all  the 
difference  in  the  world  and  in  nothing  does  it  make  so 
great  a  difference  as  in  a  hunt. 

The  Adirondack  mountains  are  the  situation  of  the 
tale.  One  of  the  denizens  of  this  mountain  region  is  a 
mother  doe  who  has  a  charming  little  fawn.  Would  you 
have  a  picture  of  this  doe,  turn  to  a  copy  of  Landseer's 
group  of  deer  entitled,  A  Deer  Family.  The  pose  of  the 
doe  in  this  work  of  art  would  give  you  some  conception 
of  the  delicate  outline,  the  beauty  of  limb,  the  grace  of 
bearing,  and  the  gentle,  startled  expression  of  face.  But 
the  harmony  of  coloring  and  the  mother  love-light  glow- 
ing in  the  starry  eyes  of  our  doe  would  have  to  be  added 
to  the  picture  by  the  imagination  of  the  listener. 

Oh,  how  that  beautiful  creature  loved  her  little  stag- 
gering, bleating,  clinging  offspring.  She  loved  it  even  as 
the  human  mother  loves  her  child,  for  the  ' '  mother-love ' ' 
is  universal  in  its  character.  It  makes  the  wild  beast 
human  in  its  tenderness  for  its  young  and  the  human 
mother  ferocious  in  the  face  of  danger  to  the  loved  one. 


316       MORAL  AND  HUMANE  EDUCATION 

Deer  hunting  is  one  of  the  pastimes  of  a  certain  class 
of  people.  People  who  are  "born  short"  in  the  ability 
to  put  themselves  in  the  place  of  another — people  who 
are  deficient  in  imagination  and  in  sympathy — people 
who  have  stolid,  narrow  minds.  People  whose  pleasure 
and  holidaying  signify  the  physical  pain  and  mental 
agony  of  others. 

These  are  the  class  of  people  who  make  deer  hunting 
a  pastime. 

They  are  not  only  "short"  in  a  sense  of  right  and 
wrong,  but  are  also  limited  in  mental  action, — in  plain 
English,  they  are  stupid  as  well  as  cruel. 

They  are  also  slow  in  bodily  movement.  These  con^ 
elusions  are  based  on  the  fact  that  these  deer  hunters 
do  not  match  their  human  wit  and  cunning  with  the  ani- 
mal's— that  they  do  not  depend  on  their  quickness  and 
skill  to  plan,  to  foresee,  to  decide  suddenly  in  the  events 
of  the  hunt ;  that  they  do  not  bring  into  action  their 
own  skill  of  running,  bounding,  swimming,  of  seeing 
afar,  of  hearing  acutely,  of  smelling  distinctly.  Instead 
of  depending  on  these  personal  powers,  they  have  with 
them  a  pack  of  hounds  which  have  all  the  attributes  the 
hunters  lack — ability,  dexterity,  and  keenness. 

The  hounds  thus  really  hunt  the  deer  and  the  human 
hunters  follow  stupidly  along  and  when  the  hounds 
have  secured  the  quarry,  they  do  the  killing.  They 
seem  to  know  enough  for  that — or,  perhaps  it  would  be 
more  correct  to  say,  they  know  little  enough  for  that. 

The  story  records  how  the  beautiful  doe  with  her 
clinging  baby  fawn  was  hunted  by  such  a  class  of 
people. 

The  doe  was  more  than  a  match  for  the  hounds  in 
keenness  of  scent,  of  vision,  of  hearing, — in  the  agility 
of  running  and  bounding, — in  the  quickness  of  foresight 
and  judgment  in  cross-lotting,  doubling  on  her  trail, 
seeking  hidden  recesses,  and  in  various  ways  of  evading 
her  enemy. 

Why  is  it  then  that  being  far  superior  to  her  human 
hunters  and  a  good  match  for  her  dumb  pursuers,  she 
should  be  caught  ? 

Ah,  children  listeners,  do  you  know  what  a  handicap 


SECOND  SUPPLEMENT 317 

in  a  race  is  ?  Speaking  in  terms  of  sport,  a  handicap  is 
a  loss  or  disadvantage  put  on  the  superior  in  a  race  to 
even  up  with  the  shortcomings  of  the  inferior. 

And  the  handicap  to  the  hero  in  this  race — for  we 
might  as  well  admit  at  the  start  that  the  doe  is  the  hero 
of  the  story — the  handicap  was  the  tender,  delicate 
baby  fawn. 

Of  course,  a  baby  fawn  with  its  little  wobbly  legs 
and  its  little  beating  heart  of  fear  is  no  match  for 
trained,  intelligent  hounds,  and  even  no  match  for  the 
stupid,  plodding  human  hunters. 

But,  you  say,  the  doe  could  have  left  her  fawn  and 
ran  with  the  fleetness  of  a  deer  and  thus  escape.  Yes — 
she  doubtless  could  for  it  would  be  hard  to  match  the 
fleetness  of  a  deer  when  it  is  not  handicapped. 

But  hold  a  moment.  We  have  compared  the  hunters 
and  the  hunted  in  this  race  as  to  skill  and  ability; 
there  is  one  other  comparison  that  could  be  made. 

You  have  been  told  the  hunters  enjoy  their  pleasure 
at  the  expense  of  another's  pain;  that  they  supplied  their 
deficiency  in  cunning,  judgment,  and  quickness  by  de- 
pending on  dumb  assistance.  But  it  may  be  further 
stated  that  their  moral  courage  was  nothing  to  boast 
of.  For  one  thing,  they  went  in  a  crowd, — it  is  safer 
when  hunting  anything  to  go  in  a  crowd;  you  stand 
a  better  show  of  getting  off  in  a  face  to  face  conflict  if 
it  should  come  to  that;  and,  by  numbers,  the  hunters 
can  surround, — cross  off — corner — and  stalk  the  victim 
when  it  is  proven  that  fleetness  is  out  of  consideration. 
And,  lastly,  when  doing  a  base,  contemptible  deed, 
numbers  are  great  in  keeping  up  the  kind  of  moral 
courage  needed  for  such  deeds.  That  is  where  the  cour- 
age of  a  mob  comes  in.  A  man  alone  can  sometimes 
hear  his  conscience  warn  him,  but  the  cheers  and 
laughs  and  jeers  and  huzzas  of  a  crowd  make  too  much 
noise  to  give  conscience  a  chance. 

And  now,  what  of  the  moral  courage  of  our  hero,  the 
doe  ?  It  was  such  that  it  would  not  permit  her  to  desert 
her  fawn.  Foolish  ?  well,  you  must  remember  she  loved 
her  baby  as  your  mother  loves  you ;  and,  if  you  stop  to 
think  how  hard  it  would  be  for  your  mother  to  desert 


318       MORAL  AND  HUMANE  EDUCATION 

you  in  the  moment  of  a  terrible  danger, — how,  instead, 
she  would  only  clasp  you  closer  to  her  heart,  if  you 
stop  to  think  of  that,  it  will  be  easier  to  understand 
why  our  doe.  could  not  seek  her  own  safety  and  leave 
her  baby  to  be  torn  limb  from  limb. 

And  so  now  you  see  how  terribly  she  was  handi- 
capped. 

Mother  doe  was  fleet  of  foot  but  baby  fawn  was  slow 
and  stumbling.  Mother  doe  was  keen-scented  and  far- 
sighted  but  baby  fawn  did  not  yet  know  the  dog  and 
gun  smell,  and  as  for  seeing,  it  would  not  have  known 
what  kind  of  a  thing  a  hunter  is  if  it  had  actually 
come  face  to  face  with  one.  It  might — who  knows — 
babies  do  such  foolish  things — it  might  have  toddled 
up  to  a  hunter  with  a  gun  and  bleated  in  his  face. 

And  so,  this  is  what  the  mother  doe  did. 

When  the  hunt  began  in  real  earnest  and  the  hounds 
gave  the  peculiar  cry  that  tells  they  have  scented  the 
trail  of  the  victim,  she  led  the  fawn  into  a  thicket  where 
it  would  be  reasonably  hidden. 

Here  she  let  it  take  a  full  breakfast,  for  it  might  be 
long  before  it  could  be  nursed  again.  Then  licking  her 
baby  tenderly  and  lingeringly — for  the  lick  of  the  ani- 
mal is  the  mother  kiss  of  affection — she  went  straight 
towards  the  hounds.  She  gave  them  a  glimpse  of  her- 
self and  then  fled  in  the  opposite  direction  from  where 
the  fawn  was  hidden. 

You  understand  ?  she  was  drawing  the  hounds  on  her 
trail  to  lead  them  away  from  her  child. 

And  what  a  race  she  gave  them !  Miles  and  miles — 
hours  and  hours — down  ravines — over  gorges — through 
underbrush — into  running  streams — sailing  across  a 
level  stretch — bounding  up  a  precipitous  slope!  The 
fleetness  of  the  wind — the  swiftness  of  the  lightning 
stroke !  A  sailless  ship — a  wingless  bird ! 

And  then,  too,  how  she  fooled  those  wise,  old,  trained 
hounds  and  those  empty-headed  hunters  with  cunning 
and  skill  and  improvised  dodges  and  tricks  of  doubling 
and  throwing  off ! 

And  how  the  hounds  sniffed  and  panted  and  tore  up 
the  earth  with  their  paws  and  got  tangled  up  in  bunches 


SECOND  SUPPLEMENT  319 

and  knots  of  themselves  and  snarled  at  each  other  in 
baffled  rage  and  yelped  in  disappointed  excitement  and 
hysteria ! 

And  the  hunters — how  they  cheered  and  laughed  and 
clapped  their  hands!  How  they  thrilled  with  the  joy 
of  hunting  something  with  the  lust  of  murder  in  their 
throbbing  hearts  and  the  crimson  of  blood  dancing  be- 
fore their  fired  eyes! 

It  was  a  great  chase  I  can  tell  you! 

At  last  the  doe  was  getting  very  much  exhausted.  She 
had  considerably  outdistanced  the  hounds  and  hunters 
by  this  time;  she  had  drawn  them  sufficiently  away 
from  her  baby  and  she  decided  it  would  be  safe  to  make 
a  round-about  tour  and  get  back  to  it.  So  she  turned 
to  do  this. 

And  now  a  terrible  thing  happened. 

The  hounds  had  divided  and  were  chasing,  not  in  a 
close  pack,  but  in  a  circle,  closing  surely  in  upon  their 
victim  as  a  center.  The  doe  realized  this  and  ran  first 
to  a  small  settlement  of  farmers  and  summer  boarders. 

Here  some  of  the  class  of  hunters  who  had  not  taken 
up  the  hunt  at  the  start,  now  finding  it  was  made  easy 
for  them,  ran  up  to  join  in.  Each  seized  a  weapon  of 
attack,  a  gun — a  pitchfork — a  broomstick — for  each 
wanted  to  be  a  great  hero  and  have  the  honor  of  slay- 
ing this  mother  doe. 

The  doe,  seeing  she  had  made  a  mistake  in  running 
from  hounds  to  murderers,  made  a  bound  for  the  river 
running  near. 

Two  men  were  paddling  a  canoe  on  the  river;  they 
looked  like  ordinary  people — one  would  not  take  them 
to  be  fiends  in  human  shape  just  looking  at  them.  These 
men  paddled  the  canoe  up  to  her.  She  was  now  too 
summer  boarders  menaced  her  with  guns  and  pitchforks 
on  the  shore  and  the  hounds  and  hunters  in  the  back- 
ground barked  and  yelled  with  the  ring  of  capture.  So 
she  was  too  terror-sticken  to  move. 

And  now,  oh  fateful  tragedy!  can  we  tell  the  words 
exhausted  to  strive  further;  besides,  the  farmers  and 
— one  of  the  men  in  the  canoe  lifted  his  paddle  and 
struck  to  death  this  harried,  hunted  creature — this 


320      MORAL  AND  HUMANE  EDUCATION 

beautiful,  gentle  dumb  animal — this  mother  hero  who 
had  saved  her  child  with  the  blood  and  terror  of  her 
own  loving  heart ! 

That  night  the  hunters  had  venison  for  their  dinner 
and  back  in  the  dark  woods  a  little  staggering  fawn 
bleated  and  bleated  for  its  mother — hungry  and  lone- 
some. 

The  above  is  a  paraphrase  of  the  original  story  by 
Charles  Dudley  Warner.  By  permission  of  the  pub- 
lishers, Houghton  Mifflin  Co. 

THE  FOREST  GREETING. 

EIGHTH  GRADE — NOVEMBER. 
Good  hunting! — aye,  good  hunting, 

Wherever  the  forests  call ; 
But  ever  a  heart  beats  hot  with  fear, 

And  what  of  the  birds  that  fall? 
Good  hunting! — aye,  good  hunting, 

Wherever  the  North  winds  blow ; 
But  what  of  the  stag  that  calls  for  his  mate? 

And  what  of  the  wounded  doe  ? 
Good  hunting! — aye,  good  hunting, 

And  ah !  we  are  bold  and  strong 
But  our  triumph-call  through  the  forest  hall 

Is  a  brother's  funeral  song. 
For  we  are  brothers  ever, 

Panther  and  bird  and  bear. 
Man  and  the  weakest  that  fears  his  face, 

Born  to  the  nest  or  lair. 
Yes,  brothers,  and  who  shall  judge  us? 

Hunters  and  game  are  we ; 
But  who  gave  the  right  for  me  to  smite  ? 

Who  boasts  when  he  smiteth  me? 
Good  hunting ! — aye,  good  hunting, 

And  dim  is  the  forest  track ; 
But  the  sportsman  Death  comes  striding  on ; 

Brothers,  the  way  is  black. 

— Paul  Lawrence  Dunbar. 

From  Lyrics  of  Sunshine  and  Shadow.  By  permis- 
sion of  the  publishers,  Dodd,  Mead  &  Co. 


SECOND  SUPPLEMENT  321 

THE  CHRISTMAS  CAROL. 

SEVENTH  GRADE — DECEMBER. 

Ebenezer  Scrooge  was  the  surviving  partner  of  the 
firm  of  Scrooge  and  Marley  in  London.  He  was  a  tight 
fisted,  squeezing,  wrenching,  grasping,  scraping,  clutch- 
ing, covetous  old  miser,  with  a  heart  as  hard  as  flint 
from  which  no  human  steel  ever  struck  a  generous 
spark. 

The  passion  for  the  accumulation  of  wealth  had 
seared  in  him  all  the  finer  feelings  of  the  soul.  He  sat 
in  his  gloomy  counting  house  one  cold  foggy  Christmas 
Eve  while  the  bells  were  tolling,  and  the  candles  of 
hope  and  good  cheer  were  glimmering  in  the  streets  of 
the  great  metropolis. 

The  happy  greetings  of  the  Yule-tide  struck  no  sym- 
pathetic chord  in  the  breast  of  Scrooge.  On  the  con- 
trary, they  seemed  to  concentrate  his  thoughts  on 
greater  acts  of  selfish  penury. 

As  the  evening  was  drawing  to  a  close,  Bob  Cratchit, 
the  clerk,  was  vainly  trying  to  scrape  the  last  few 
embers  into  a  pile  to  warm  his  stiffened  fingers,  be- 
cause the  extreme  economy  of  Scrooge  forbade  the  use 
of  even  necessary  light  and  fuel. 

When  the  old  miser's  nephew  entered  and  bade  him 
a  " Merry  Christmas,''  Scrooge  rebuked  him  in  terms 
of  abject  selfishness,  and  when  some  philanthropic  busi- 
ness men  asked  him  for  assistance  to  provide  a  merry 
Christmas  for  those  in  poverty  and  distress,  Scrooge 
flew  into  a  passion  and  stated  that  he  did  his  full  share 
in  supporting  the  prisons  and  alms  houses.  To  even 
the  poor  clerk,  with  a  large  family  and  a  crippled  child, 
he  was  loathe  to  grant  a  day  of  rest  and  recreation 
and  denounced  him  when  he  saw  that  Cratchit  was 
determined  to  spend  Christmas  in  the  bosom  of  his 
family. 

After  the  close  of  business  Scrooge  secluded  himself 
in  his  dingy  apartment  like  a  clam  when  it  scents  dan- 
ger. He  gloated  over  his  own  self-sufficiency,  but  he 
felt  a  slight  uneasiness  owing  to  a  fancied  resemblance 


322       MORAL  AND  HUMANE  EDUCATION 

between  the  knocker  on  the  door  and  the  face  of  his 
dead  partner  Marley. 

As  he  sat  in  his  dark  room  near  a  tiny  fire  from 
which  he  had  great  difficulty  in  extracting  any  sensa- 
tion of  warmth,  it  seemed  to  him  that  Marley 's  features 
were  looking  at  him  from  many  objects. 

At  last  these  strange  phantoms  melted  into  one  and 
there  stood  Marley  fettered  by  a  long  chain  and  speak- 
ing to  Scrooge  of  spiritual  misery  brought  on  by  a 
selfish  life. 

The  spirit  warned  Scrooge  against  the  mistakes  of 
life  in  order  that  he  might  escape  a  similar  fate,  but 
told  him  that  his  salvation  lay  in  the  revelations  that 
he  would  receive  by  three  ghosts, — the  Christmas  Past, 
the  Christmas  Present,  and  the  Christmas  Future,  that 
were  to  visit  him  at  three  successive  times  at  midnight. 

Scrooge  felt  very  much  agitated  and  perplexed  over 
this  experience.  The  whole  performance  seemed  like  a 
nightmare  and  he  anxiously  awaited  the  approach  of 
midnight. 

Hardly  had  the  bell  proclaimed  the  hour  when  he 
saw  a  flash,  the  curtains  seemed  to  part  and  there  stood 
the  quaint  spirit  of  the  Christmas  Past. 

It  beckoned  Scrooge  to  follow  as  it  led  the  way  to 
his  childhood  haunts,  where  he  recognized  many  of  the 
scenes  that  were  once  dear  to  him.  He  mingled  with 
his  early  companions  and  many  were  the  merry  Christ- 
mases,  the  exchange  of  gifts,  and  smiles  of  joy  that  met 
his  gaze.  Then  in  the  distance  Scrooge  saw  himself  in 
all  his  childish  simplicity  when  perfect  happiness  was 
his  lot.  Oh!  how  he  longed  to  live  these  happy  days 
over  again. 

When  the  Spirit  Present  was  about  to  appear  Scrooge 
awoke  in  the  middle  of  a  prodigiously  heavy  snore  and 
was  soon  confronted  by  a  flood  of  light  in  the  midst 
of  which  appeared  a  giant  with  a  torch;  surrounded 
by  all  the  good  things  that  Christmas  provides. 

The  spirit  commanded  Scrooge  to  follow,  and  to- 
gether they  wandered  through  many  stores  and  house- 
holds, all  happy  and  busy  in  contemplation  of  the 
Christmas  festivities. 


SECOND  SUPPLEMENT  323 

At  last  they  came  to  Bob  Cratchit's  home  which  the 
spirit  stopped  to  bless  before  they  entered.  Here  were 
all  the  little  Cratchits  and  relatives  by  the  score.  But 
all  their  joy  and  happiness  centered  round  Tiny  Tim 
who  had  just  returned  from  church  with  his  father. 

Tiny  Tim  was  a  cripple,  pale  and  thin,  with  eyes  like 
stars,  and  a  smile  like  that  of  heaven.  He  laid  down 
his  crutch  and  joined  the  dinner  party  that  seemed  a 
picnic  and  a  circus  all  in  one.  Such  happiness  Scrooge 
had  never  seen  before,  and  when  the  goose  was  carved 
a  shout  of  delight  was  heard  which  fairly  thrilled  the 
miser's  soul. 

At  last  they  proposed  a  Merry  Christmas  for  all,  in- 
cluding old  man  Scrooge. 

Just  as  the  spirit  was  about  to  vanish  they  met  two 
miserable,  neglected  beings,  with  stale  and  sickly  fig- 
ures, awful  to  behold.  "Look  at  these,  children, 
Scrooge, "  said  the  spirit,  "they  are  Ignorance  and 
Want.  Thou  art  responsible  for  their  being. " 

Just  then  the  clock  struck  twelve  and  Scrooge  was 
startled  by  the  appearance  of  another  spirit — the  Ghost 
of  Christmas  yet  to  come — which  took  him  through 
many  winding  pathways  of  the  city,  showing  him  fa- 
miliar sights. 

Scrooge  heard  and  saw  his  fellow  townsmen  discuss- 
ing the  sudden  death  of  an  old  miser  whom  no  one 
seemed  to  love  while  many  were  planning  how  to  rob 
him  of  his  possessions. 

At  last  they  came  to  the  house  where  the  old  miser 
lived  and  Scrooge  recognized  a  place  not  unlike  his 
own.  Into  the  parlor  they  went,  and  there,  neglected 
and  despised,  was  the  corpse  with  a  cover  over  its  face. 

When  the  spirit  withdrew  the  cover,  Scrooge  cried 
out  in  anguish,  his  knees  trembled,  and  he  prayed  for 
mercy.  He  then  and  there  resolved  that  his  whole  life 
should  henceforth  be  transformed  in  harmony  with 
righteousness  and  love  and  so  the  spirit  took  his  de- 
parture. 

In  the  morning  Scrooge  awoke.  He  could  scarcely 
realize  where  he  was  until  he  had  satisfied  himself  that 
he  was  still  alive  in  the  same  old  place.  The  appari- 


324       MORAL  AND  HUMANE  EDUCATION 

tions  had  so  completely  lifted  the  burden  from  his  heart 
that  he  felt  like  a  new-created  being. 

His  face  began  to  beam  like  a  ray  of  sunshine,  he 
shouted  Merry  Christmas  to  all  the  passersby  and  set 
about  to  buy  the  largest  goose  the  grocer  had  and  sent 
it  as  a  Christmas  present  to  the  Cratchits,  telling  the 
boy  to  keep  the  change. 

How  strange  he  felt..  A  wonderful  longing  filled  his 
breast  to  share  the  joys  of  Christmas  with  the  rest  of 
mankind  and  so  he  joined  the  Cratchit  family  where 
he  actually  experienced  what  he  dreamt  the  night  be- 
fore. 

From  that  time  forward  Scrooge  had  become  a  man 
of  keener  visions  and  of  larger  sympathy  and  had  come 
to  realize  that  the  joys  of  Christmas  can  be  extended 
throughout  one's  entire  life. 

The  above  is  a  paraphrase  of  the  original  by  Charles 
Dickens. 

THE  BABBIT'S  RANSOM. 

SECOND  GRADE — JANUARY. 

The  rabbit  was  owned  by  a  boy.  All  day  long  he 
had  to  sit  in  a  little  box  with  slats  across  the  front  so 
he  could  not  get  away.  He  pressed  his  little  trembling 
nose  against  the  bars  and  looked  at  the  muddy  gutters, 
the  ash-piles,  and  the  garbage  boxes.  He  put  first  one 
ear  forward  and  then  the  other  but  all  he  could  hear  all 
day  long  was  the  clatter  of  wagons  and  clang  of  street 
cars. 

Then  he  thought  of  his  dear  little  home  far,  far  away 
in  the  field,  and  of  his  wife  and  little  ones.  He  won- 
dered whether  the  hunters  had  bothered  them  and 
whether  the  little  ones  had  had  the  ear-ache  during  the 
cold  weather. 

Poor  Bunny !  He  felt  home-sick  and  lonely !  He  had 
tried  to  get  away  so  often  to  go  back  to  his  home  and 
loved  ones  that  he  grew  sadder  every  day. 

Jamie  was  a  little  boy  who  lived  next  door.  He 
looked  through  the  fence  every  day  at  Bunny. 


SECOND  SUPPLEMENT  325 

Annetta  was  a  little  girl  who  lived  near  and  who  had 
just  moved  in  from  the  country. 

Jamie  liked  her  very  much.  To  show  her  how  much 
he  thought  of  her  he  brought  her  to  the  fence  and 
showed  her  Bunny.  Jamie  thought  girls  did  not  know 
much,  but  he  was  pleased  to  see  that  Annetta  knew 
enough  to  give  Bunny  some  nice  cabbage  leaves.  Oh, 
how  Bunny  liked  them ! 

It  was  a  few  days  before  Easter.  Annetta  and  Jamie 
were  making  mud  pies. 

"When  we  get  through  with  the  pies,"  said  Annetta, 
"we  will  make  our  nest  for  the  rabbits  to  lay  eggs  in. 
Mamma  says  we  may  have  our  nest  for  Easter  eggs 
together  in  our  back  yard." 

"Why,  Annetta,"  Jamie  said,  "hens  lay  eggs,  rab- 
bits don't." 

"But  they  always  did  for  me,"  replied  Annetta, 
"maybe  you  never  made  a  nest  for  them;  rabbits  ain't 
going  to  lay  eggs  on  fences,  I  guess." 

Jamie  thought  about  this  a  long  time. 

"I'll  tell  you  how  it  is,"  he  said,  stopping  before  the 
little  girl  with  his  arms  full  of  straw  for  the  nest,  ' '  of 
course,  when  you  lived  in  the  country  there  were  lots 
of  rabbits  to  lay  you  eggs,  but  there  ain't  any  rabbits 
in  cities  and  that  is  why  they  never  laid  any  for  me. ' ' 

This  made  them  both  feel  pretty  sad.  It  might  be 
that  after  all  their  work  on  the  nest  there  would  be  no 
eggs  for  Easter  because  there  were  no  rabbits. 

And  so  Jamie  and  Annetta  thought  out  a  great  plan. 
They  would  put  all  the  pennies  they  had  together  and 
go  to  the  boy  and  buy  the  rabbit  next  door. 

So  hand  in  hand  they  went  to  the  owner  of  Bunny. 

"How  much  will  you  give  for  him?"  asked  the  boy. 

Annetta  unpinned  her  pocket  and  poured  all  their 
pennies  in  a  little  heap  on  the  top  of  the  rabbit's  box. 

"Twelve  cents,"  said  the  boy,  "I  paid  a  dime  for 
him  and  I  have  taught  him  tricks  since.  I'd  lose  on 
him  at  that  price. ' ' 

Now  when  Bunny  heard  these  remarks  he  wanted 
so  much  to  be  sold  to  Jamie  and  Annetta  that  he  hung 
down  his  ears  and  tried  to  look  as  "no-account"  as  he 


326       MORAL  AND  HUMANE  EDUCATION 

could,  so  the  boy  thought  himself  lucky  to  be  rid  of 
him  at  any  price  and  said  he  would  sell  his  rabbit. 

Annetta  took  Bunny  in  her  arms  and  he  rested  his 
chin  upon  her  shoulder  and  waved  his  ears  joyfully; 
Jamie  walked  beside  her  and  held  fast  hold  of  one  of 
the  rabbit's  legs  which  hung  down  under  the  little 
girl's  arm. 

"We  had  better  show  him  the  nest,  hadn't  we?" 
said  Jamie. 

"Oh  no,"  said  Annetta,  "he  can  find  any  nest  that 
ever  was;  and  now,  Jamie,  you  can  take  him  and  put 
him  away  until  tonight.  I'd  keep  him  myself  but  I 
have  no  good  place  and  when  you  go  to  bed  you  put 
him  out  of  the  window.  Then  as  soon  as  he  has  laid 
our  eggs,  he  can  go  home  to  his  folks.  Now,  don't  you 
go  to  sleep  and  forget  about  it!" 

Jamie  went  home  with  the  rabbit  in  his  arms.  That 
night  he  hid  his  little  friend  in  the  closet  of  his  own 
room.  In  the  middle"  of  the  night  he  took  the  rabbit 
out,  then  feeling  his  way  through  the  darkness  he 
raised  the  window  softly  and  set  the  rabbit  down  on 
the  sill. 

It  was  a  very  dark  night.  There  was  no  moon  and 
even  the  stars  were  hidden  behind  the  great  black 
clouds.  The  night  wind  blew  upon  Jamie's  face  and 
ruffled  the  rabbit's  fur. 

The  little  boy  held  his  friend  close  in  his  arms  and 
somehow  hated  to  let  him  go  for  they  had  known  each 
other  for  a  long  time  and  he  felt  that  he  might  never 
see  him  again.  He  laid  his  cold  cheek  down  on  the  soft 
warm  fur  and  kissed  the  rabbit 's  ears  lovingly. 

"You  just  lay  me  and  Annetta  some  eggs,"  he  said 
softly,  "and  then  you  can  go  home." 

He  gave  him  one  last  hug,  then  leaned  out  of  the 
window  and  dropped  the  rabbit  to  the  ground.  The 
next  moment  he  saw  him  go  like  a  gray  streak  across 
the  fence  into  Annetta 's  yard. 

But  Jamie  couldn't  sleep,  he  was  so  afraid  the  rabbit 
mightn't  be  able  to  find  the  nest  in  the  dark. 

But  after  a  while  he  saw  a  little  light  moving  around 
in  the  next  yard  and  then  he  knew  that  the  rabbit  was 


SECOND  SUPPLEMENT  327 

looking  for  the  nest  with  a  lantern,  so  he  went  to  bed 
happy. 

Early  the  next  morning  Annetta  came  and  called  to 
him: 

"Get  up  and  see  the  eggs;  half  of  'em's  yours  and 
half  of  'em  mine." 

Jamie  and  Annetta  were  certainly  happy  with  their 
eight  beautiful  Easter  eggs. 

But  I  must  not  forget  to  say  that  Bunny  also  was 
happy  for  he  reached  his  home  safely  and  found  his 
wife  and  children  waiting  for  him.  The  rabbit  told 
them  all  about  it. 

"They  are  very  good  little  children,"  he  said,  "and 
I  mean  to  remember  them  every  Easter." 

This  is  a  paraphrase  of  the  original  story.  From  The 
Rabbit's  Ransom,  by  Clara  Vawter.  Copyright  1899- 
1902.  Used  by  special  permission  of  the  publishers, 
The  Bobbs-Merrill  Company. 


BLACK  BRUIN— THE   BIOGRAPHY  OF  A  BEAR. 

FIFTH  GRADE — JANUARY. 
Prelude. 

The  story  in  full  of  how  little  Bruin  became  the 
household  pet  of  the  farmer  is  a  very  interesting  one. 
The  farmer  and  his  wife  were  resting  in  the  evening 
after  a  hard  day's  work.  It  was  a  cold,  snowy  night 
outside,  while  inside  the  fire  burned  cheerfully.  The 
farmer  was  resting,  his  wife  sewing,  and  their  little 
baby  lay  in  the  crib  sleeping. 

All  at  once  there  came  a  great  knock  outside  and  in 
an  instant  the  door  burst  open  and  in  walked  on  its 
hind  legs  a  great  black  bear.  The  farmer  sprang  at 
the  animal  with  the  poker ;  but  of  course  in  the  tussle 
that  followed  he  got  the  worst  of  it  and  was  soon 
knocked  to  the  floor  unconscious,  while  his  wife  fainted 
from  fright. 


328       MORAL  AND  HUMANE  EDUCATION 

When  they  became  conscious  they  found  to  their 
horror  that  the  bear  was  gone  and  had  taken  with  it 
the  baby. 

The  farmer  followed  with  his  gun  and  with  the  help 
of  Hecla,  the  hound,  traced  the  bear  to  its  den.  He 
found  the  bear  playing  with  the  baby,  fondling  and 
caressing  it  much  as  a  mother  would.  With  great 
trembling  lest  he  hurt  his  child,  the  farmer  shot  the 
bear  and  hastened  home  with  his  loved  child,  safe  and 
sound. 

The  story  of  the  rescue  created  a  great  sensation. 
And  a  few  days  later  the  rescued  child's  father  and 
mother  learned  from  people  living  in  another  town 
that  the  bear  was  a  tame  one,  had  been  brought  up 
with  a  baby,  which  it  had  grown  very  fond  of,  and  that 
it  been  lost  or  had  gone  away  the  year  before. 

It  was  then  clear  that  the  bear  had  taken  the  child, 
not  to  harm  or  kill,  but  through  a  dumb  affection  for 
the  baby  which  it  doubtless  thought  was  the  one  which 
it  had  been  brought  up  with.  The  father  then  went  to 
the  den  of  the  bear  and  there  as  he  had  thought  he 
found  a  little  cub. 

It  certainly  seemed  a  pretty  piece  of  poetic  justice 
that  as  the  farmer  had  killed  the  mother  bear  he  made 
amends  by  adopting  its  orphaned  baby. 

And  that  is  how  little  Bruin  became  the  pet — the 
mischief — and  the  joy  of  the  farmer  and  his  family. 

The  Story. 

For  several  weeks  the  furry,  fuzzy  little  bear  in  the 
box  behind  the  kitchen  stove  did  little  but  drink  milk 
and  sleep.  If  he  did  crawl  out  of  his  box  on  the  floor, 
it  was  simply  to  investigate  the  surroundings,  and  he 
would  go  about  the  room,  poking  his  nose  into  all  the 
corners,  and  sniffing  suspiciously. 

But  by  degrees  as  he  grew  stronger  and  sturdier  he 
evinced  much  curiosity,  playfulness  and  drollery,  and 
to  these  characteristics  would  have  to  be  added,  when 
he  became  partly  grown,  a  kind  of  bear  sense  of  humor 
which  was  quite  ludicrous. 

His  first  playfellow  was  the  pillow,  which  he  tumbled 


SECOND  SUPPLEMENT  329 

off  the  sofa  one  day.  Having  discovered  that  it  was 
detachable,  he  always  made  for  it  as  soon  as  the  spirit 
of  play  seized  him.  He  would  toss  and  tumble  it  about, 
now  standing  it  upon  end  and  batting  it  over  with  his 
paw  and  then  rolling  it  over  and  over  on  the  floor. 

The  second  object  in  the  room  that  claimed  his  last- 
ing attention  was  pussy,  but  she  was  much  more  ani- 
mated than  the  sofa-pillow.  The  first  time  that  the 
fuzzy  little  cub  went  up  and  smelled  of  her,  she  gave 
him  a  savage  cuff  on  the  nose,  which  sent  him  whining 
to  his  box,  and  he  did  not  seek  further  acquaintance 
with  pussy  for  several  days. 

He  would  stand  and  look  at  her  for  five  minutes  at 
a  time.  This  made  the  cat  very  uneasy,  and  she  would 
go  about  from  place  to  place,  trying  to  get  away  from 
those  small,  bright,  inquiring  eyes.  At  last  the  cub 
again  got  up  courage  to  sniff  at  the  old  cat,  and  this 
time  she  did  not  cuff  him.  As  long  as  he  was  respectful, 
she  did  not  mind  him,  but  when  he  got  too  playful  or 
subjected  her  to  indignities,  pussy  retaliated  with  that 
sharp  cuff  on  the  nose,  which  always  had  the  desired 
effect. 

Black  Bruin,  or  Whiney,  as  he  was. sometimes  called 
when  he  was  a  small  cub,  soon  learned  to  make  his 
wants  known.  When  he  wished  either  milk  or  water, 
he  would  set  up  the  most  comical  little  whine,  which 
was  always  effectual  in  getting  it  for  him.  One  day 
he  was  given  a  saucer  which  had  a  little  maple  syrup 
in  it,  and  his  delight  knew  no  bounds.  After  that  he 
whined  so  long  and  frequently  for  syrup  that  he  re- 
ceived his  nickname  of  Whiney. 

In  the  cool  April  evenings  as  they  sat  about  the  fire, 
the  master  would  often  lift  the  small  bear  upon  his 
knee,  and  let  him  sniff  about  his  clothing,  and  lick  his 
hand  with  his  long,  narrow  red  tongue.  Then  he  would 
roll  and  tumble  him  about  and  Black  Bruin  would 
make  believe  to  bite  at  his  master  and  chew  at  his 
sleeves.  Finally,  these  evenings  romps  got  to  be  a 
regular  part  of  the  farmlife,  as  much  enjoyed  by  the 
master,  as  by  the  cub. 

When  May  came,  and  it  was  warmer,  so  that  the 


330       MORAL  AND  HUMANE  EDUCATION 

doors  leading  to  the  wood-shed  and  the  porch  were 
left  open,  the  little  bear's  world  grew  apace.  Before, 
his  horizon  had  been  the  four  walls  of  the  kitchen; 
now  he  could  go  and  come  as  he  pleased,  about  the  yard 
and  in  the  outbuildings. 

He  made  the  acquaintance  of  Hecla,  the  old  hound, 
while  he  was  still  a  prisoner  in  the  kitchen,  but  they 
came  to  know  each  other  better  when  the  cub  got  out 
of  doors.  At  first,  the  dog  was  inclined  to  attack  the 
small  bundle  of  bear-meat,  but  her  master  calmed  her 
anger,  and  explained  to  her,  as  best  he  could,  that 
Black  Bruin  was  one  of  the  family  and  should  be 
treated  with  respect  and  consideration.  So  finally  she 
became  reconciled  to  his  presence,  but  she  never  could 
get  over  his  scent,  which  always  filled  her  with  sus- 
picion. 

When  the  cub  got  out  of  doors  where  he  could  run 
about  and  exercise,  he  began  to  grow  very  rapidly  in 
stature.  Before  he  had  been  a  football  or  a  bundle  of 
fur,  but  now  he  began  to  put  on  the  semblance  of  a 
bear. 

He  also  developed  a  great  genius  for  mischief.  If  I 
should  tell  of  all  the  things  he  overturned  or  upset, 
this  chapter  would  be  endless. 

For  the  baby  who  was  now  learning  to  walk,  "  Bar- 
Bar,  ' '  as  he  called  the  young  bruin,  was  a  never-ending 
source  of  delight. 

He  would  bury  his  wee  hands  in  the  fuzzy  hair  of 
the  cub  and  pull  with  all  his  might,  and  the  cub  would 
growl  with  make  believe  fury,  but  it  seemed  to  know 
that  the  baby  did  not  intend  to  hurt  it,  and  did  not 
offer  to  bite.  When  the  baby  pulled  its  ears  too  hard, 
it  would  simply  run  away. 

Outside,  in  the  farmyard,  among  the  chickens,  tur- 
keys, ducks,  and  geese,  at  first  the  cub  was  rather  shy, 
for  the  gobbler  turkey,  the  gander  and  the  rooster  all 
set  upon  him  and  drove  him  whining  into  the  wood- 
shed; but  he  soon  learned  that  all  were  afraid  of  his 
paws,  when  he  stood  upon  his  hind  legs  and  really  hit 
out  with  them,  so  after  that  discovery,  he  was  master 
of  all  tjie  feathered  folk  about  the  farmhouse. 


SECOND  SUPPLEMENT  331 

All  about  the  farm-buildings  the  little  bear  followed 
his  master.  But  best  of  all  he  liked  to  go  to  the  stable 
and  watch  the  milking,  for  in  one  corner  was  a  small 
dish,  into  which  he  knew  a  pint  of  warm  milk  would  be 

poured  as  soon  as  milking  was  done. 

******* 

Arrived  at  the  berry-field,  the  children  began  pick- 
ing and  for  a  time  Bruin  sat  upon  his  haunches  and 
watched  them,  his  red  tongue  lolling  out,  for  it  was  a 
hot  midsummer  day. 

Finally,  one  of  the  children  picked  a  handful  of  ber- 
ries and  offered  them  to  their  four-footed  companion, 
thinking  it  would  be  a  good  joke  upon  him.  To  their 
surprise,  he  not  only  lapped  up  the  berries  with  keen 
satisfaction,  but  asked  in  plain  bear  language  for  more. 

He  was  so  much  pleased  with  the  flavor  of  the  new 
food  that  he  finally  put  his  long,  red  tongue  into  their 
pails,  and  they  had  to  box  his  ears  severely.  Then  he 
wrent  and  sat  down  a  little  way  off,  seemingly  much 
abused. 

Soon  the  children  heard  a  noise  in  a  bush  near  by,  as 
if  some  one  was  picking,  so  they  went  to  investigate. 
They  found  Black  Bruin  standing  upon  his  hind  legs, 
while  with  both  paws  and  his  long  tongue  he  scooped 
the  blueberries  in^to  his  wide-open  mouth.  He  was 
bending  and  thrashing  the  bush  about  to  get  it  where 
he  wanted  it,  and  did  not  see  that  he  was  observed. 
Upon  his  droll  bear  face  was  written  deep  delight,  for 
another  of  earth's  riches  had  yielded  to  his  inquisitive 
nose  and  paws. 

After  that  he  was  often  one  of  the  party  when  the 
children  went  berrying,  but  if  the  berries  were  scarce 
they  preferred  to  leave  him  at  home.  He  was  quite 
independent,  however,  and  often  went  berrying  by 
himself. 

Finally  the  summer  passed  and  the  autumn  came, 
and  the  bear-cub  followed  the  children  to  the  woods 
for  chestnuts,  beechnuts,  and  walnuts. 

He,  too,  learned  the  secret  of  the  sweet  meat  under 
the  hard  exterior.  Beechnuts  he  would  discover  and 
eat  by  himself,  but  walnuts  and  butternuts  he  could 


332       MORAL  AND  HUMANE  EDUCATION 

not  crack,  and  as  for  chestnuts,  he  wanted  them  taken 
out  of  their  prickly  jackets  before  he  could  eat  them. 
Here  in  the  deep  woods  the  bear  also  discovered  sev- 
eral roots  which  were  to  his  liking,  so  he  was  always 
nosing  about  in  the  dead  leaves,  for  if  he  didn't  find 
nuts,  he  would  find  roots. 

Thus  passed  the  cubhood  of  Black  Bruin,  and,  from 
a  fuzzy  mite,  whining  for  his  saucer  of  milk,  he  grew 
into  a  sturdy  cub,  strong  and  self-reliant,  able  to  forage 
and  hunt  for  himself. 

Without  training  from  any  parent,  he  learned  some 
of  the  things  that  it  was  necessary  for  him  to  know  in 
the  fields  and  forest.  Thus  the  instinct  of  his  bear  an- 
cestors asserted  its  power  in  the  pampered  and  spoiled 
pet  of  the  farmhouse,  and  if  he  had  chosen,  he  could 
probably  have  taken  care  of  himself  as  a  real  wild  bear. 
But  he  did  not  care  to  do  so,  although  he  had  every 
chance  to  run  away ;  there  was  something  always  call- 
ing to  him  at  the  farmhouse. 

The  people  there  had  been  good  to  him.  In  the 
wood-shed  was  his  nest,  and  no  matter  how  far  away 
he  roamed  during  the  daytime,  night  always  found  him 
back  at  the  house,  begging  for  milk,  and  taking  caresses 
at  the  farmer's  hands. 

These  good  people  had  been  so  large  a  part  of  his 
helpless  days  that  he  could  not  leave  them  now,  al- 
though the  deep  green  depths  of  the  woods  were  prob- 
ably calling  to  him,  as  this  was  his  natural  home. 

"From  'Black  Bruin,  the  Biography  of  a  Bear/  ' 
by  Clarence  Hawkes,  copyrighted  1908  by  George  W. 
Jacobs  &  Co. 

THE  VOICE  OF  THE  VOICELESS. 

SIXTH  GRADE — JANUARY. 

I  am  the  voice  of  the  voiceless ; 

Through  me,  the  dumb  shall  speak; 
Till  the  deaf  world's  ear  be  made  to  hear 

The  cry  of  the  wordless  weak. 


SECOND  SUPPLEMENT  333 

From  street,  from  cage,  and  from  kennel, 

From  jungle  and  stall,  the  wail 
Of  my  tortured  kin  proclaims  the  sin 

Of  the  mighty  against  the  frail. 

For  love  is  the  true  religion, 

And  love  is  the  law  sublime ; 
And  all  that  is  wrought,  where  love  is  not, 

Will  die  at  the  touch  of  time. 
And  Science,  the  great  Revealer, 

Must  flame  his  torch  at  the  Source ; 
And  keep  it  bright  with  that  holy  light 

Or  his  feet  shall  fail  on  the  course. 

For  he  who  would  trample  kindness 

And  mercy  into  the  dust — 
He  has  missed  the  trail,  and  his  quest  will  fail; 

He  is  not  the  guide  to  trust. 
Oh  shame  on  the  mothers  of  mortals 

Who  have  not  stopped  to  teach 
Of  the  sorrow  that  lies  in  dear,  dumb  eyes, 

The  sorrow  that  has  no  speech. 

The  same  Force  formed  the  sparrow 

That  fashioned  Man,  the  King ; 
The  God  of  the  Whole  gave  a  spark  of  soul 

To  each  furred  and  feathered  thing. 
And  I  am  my  brother's  keeper, 

And  I  will  fight  his  fight, 
And  speak  the  word  for  beast  and  bird, 

Till  the  world  shall  set  things  right. 

-Ella  Wheeler  Wilcox. 

From  Poems  of  Progress.  Copyrighted  1909.  By 
special  permission  of  the  publishers,  W.  B.  Conkey 
Company. 


334       MORAL  AND  HUMANE  EDUCATION 

PHILEMON  AND  BAUCIS  OR  THE  MIRACULOUS 
PITCHER. 

SECOND  GRADE — February. 

One  evening  in  times  long,  long  ago,  old  Philemon 
and  his  old  wife  Baucis  sat  at  their  cottage  door  glad 
that  their  work  was  done  and  enjoying  the  calm  and 
beautiful  sunset.  They  talked  about  their  garden,  their 
cow,  their  bees,  and  their  grapevine.  The  grapes  were 
just  getting  ripe  and  purple  in  the  sunshine. 

As  they  sat  talking  to  each  other  they  heard  the 
rude  shouts  of  children  in  the  village  near  at  hand  and 
at  last  the  noise  grew  so  great  that  it  was  hardly  pos- 
sible for  them  to  hear  each  other  speak. 

"Ah,  wife,"  cried  Philemon,  "I  fear  some  poor  trav- 
eler is  seeking  hospitality  among  our  neighbors  yonder, 
and,  instead  of  giving  him  food  and  lodging,  they  have 
set  their  dogs  at  him,  as  they  usually  do." 

"Well-a-day I"  answered  old  Baucis,  "I  do  wish  our 
neighbors  felt  a  little  more  kindness  for  their  fellow- 
creatures.  Just  to  think  of  their  bringing  up  their  chil- 
dren in  this  naughty  way  and  patting  them  on  the  head 
when  they  fling  stones  at  strangers." 

"Those  children  will  never  come  to  any  good,"  said 
Philemon,  shaking  his  white  head.  "To  tell  you  the 
truth  I  should  not  wonder  if  some  terrible  thing  were 
to  happen  to  all  the  people  in  the  village,  unless  they 
mend  their  ways.  But  as  for  you  and  me,  so  long  as 
we  have  a  crust  of  bread,  let  us  be  ready  to  give  half 
to  any  poor  homeless  stranger  that  may  come  along 
and  need  it." 

"That's  right,  husband!"  said  Baucis.  "So  we  will." 

These  old  folks  you  must  know  were  quite  poor  and 
had  to  work  hard  for  a  living.  Old  Philemon  spaded 
and  watered  his  garden  while  Baucis  worked  at  her 
distaff  or  made  butter  and  cheese  with  their  cow 's  milk 
and  looked  after  the  care  of  their  cottage. 

Their  food  was  seldom  anything  but  bread,  milk,  and 
vegetables,  with  sometimes  a  portion  of  honey  from 
their  own  beehive  and  now  and  then  a  bunch  of  grapes 
from  the  vine  that  climbed  up  the  cottage  wall. 


SECOND  SUPPLEMENT  335 

But  they  were  two  of  the  kindest  old  people  in  the 
world  and  would  cheerfully  have  gone  without  their 
dinners  any  day  rather  than  refuse  a  slice  of  their 
brown  loaf  and  cup  of  new  milk  and  a  spoonful  of 
honey  to  the  weary  traveler  who  might  pause  before 
their  door.  They  felt  as  if  their  guests  were  almost 
holy  and  that  they  ought  therefore  to  treat  them  better 
and  more  generously  than  themselves. 

Their  cottage  stood  a  little  distance  from  the  village. 
This  village  sat  on  the  land  where  was  once  a  great 
lake.  The  land  was  fertile  and  the  people  tilled  the 
soil  and  had  plenty. 

Now,  with  their  plenty  and  comfort,  the  people 
should  have  had  a  kindly  heart  to  others  not  so  well  off 
as  themselves,  but  such  was  not  the  case.  In  these 
olden  days  long  ago  there  were  no  steam  cars  and  peo- 
ple had  to  travel  from  one  place  to  another  by  stage 
coach  or  horses,  or,  if  they  were  poor,  to  walk.  Many 
who  had  come  to  the  village  from  many  miles  away 
and  had  many  more  to  go,  often  were  weary  and  foot- 
sore. 

Now,  the  right  thing  for  the  people  of  the  village  to 
have  done  would  have  been  to  help  these  travelers  along 
their  way  by  sharing  their  meals  and  homes  to  rest  and 
cheer  them  on  their  journeys.  But  in  place  of  that  so 
selfish  were  they  it  was  their  custom  to  close  their  doors 
against  them,  and  turn  their  dogs  upon  them  while  the 
children  were  even  worse.  They  would  run  after  the 
strangers,  pelt  them  with  mud,  or  stones,  call  them  ugly 
names,  and  shout  and  laugh  at  them.  The  older  or  the 
poorer  or  the  more  feeble  the  strangers,  the  worse  would 
be  the  conduct  of  the  children. 

So  now  you  can  understand  why  old  Philemon  and 
Baucis  spoke  so  sorrowfully  when  they  heard  the 
shouts  of  the  children  and  the  barking  of  the  dogs. 

"I  never  heard  the  dogs  so  loud,"  observed  the  good 
old  man. 

"Nor  the  children  so  rude!"  answered  his  good  old 
wife. 

They  sat  shaking  their  heads  one  to  another  while 
the  noise  came  nearer  and  nearer  until  at  the  foot  of 


336       MORAL  AND  HUMANE  EDUCATION 

the  little  hill  on  which  their  cottage  stood  they  saw 
two  travelers  appearing  on  foot.  The  dogs  were  snarl- 
ing at  their  heels  and  the  children  shouting  and  fling- 
ing stones  at  the  strangers. 

Both  of  the  travelers  were  very  poorly  clad  and 
looked  as  if  they  might  not  have  money  to  pay  for  a 
night's  lodging.  This  was  probably  the  reason  why 
the  village  people  had  allowed  their  children  to  treat 
them  so  rudely. 

"Come,  wife,"  said  Philemon  to  Baucis,  "let  us  go 
and  meet  these  poor  people.  No  doubt,  they  feel  almost 
too  heavy  hearted  to  climb  the  hill.'* 

"Go  you  and  meet  them,"  answered  Baucis,  "while  I 
make  haste  within  doors  and  prepare  them  a  supper. ' ' 

Philemon  went  forward  to  the  strangers  and  in  the 
heartiest  tones  said: 

"Welcome,  strangers,  welcome." 

"Thank  you!"  replied  the  younger  of  the  two.  "This 
is  quite  another  greeting — than  we  met  with  in  yonder 
village. '  * 

The  strangers  then  entered  the  house  showing  Phile- 
mon and  Baucis  how  their  clothes  had  been  torn  and 
mud  bespattered  by  the  children. 

Baucis  had  prepared  a  simple  meal  of  fresh  white 
bread,  golden  butter  sparkling  with  clean  drops  of 
moisture,  a  little  dish  of  honey,  a  luscious  bunch  of 
grapes,  and,  to  crown  all,  an  earthen-ware  pitcher  of 
sweet,  cool  milk.  This  meal  must  have  been  a  joyous 
repast,  so  clean,  so  fresh,  so  wholesome  was  it  for  al- 
most any  hungry  person,  but  more  so  for  those  who 
had  traveled  far  and  were  weary  and  worn. 

During  the  supper  the  old  man  and  his  wife  had 
some  very  pleasant  conversation  with  their  guests.  The 
elder  of  the  two  was  slightly  stern  in  expression,  but 
was  withal  gentle  and  had  so  loving  a  manner  of  speech 
and  action  that  Philemon  and  Baucis  almost  felt  like 
worshipping  him.  The  younger  traveler,  much  gayer 
and  more  talkative  and  active  than  the  other,  was  also 
a  pleasant  guest.  One  of  the  things  they  talked  about 
at  supper  was  the  story  of  the  lake  that  once  stood 
where  the  village  now  was. 


SECOND  SUPPLEMENT  337 

Another  subject  that  they  talked  about  was  the  work 
of  Philemon  and  Baucis  and  the  simple  lives  they  led. . 
The  old  couple  told  the  strangers  how  happy  they  were 
that  they  could  work  together  and  their  one  wish  was 
that  each  should  live  as  long  as  the  other, — that  death 
might  not  separate  them.  When  this  wish  was  ex- 
pressed the  elder  stranger  said  with  his  gentle,  sad 
smile,  "You  are  indeed  good  people.  It  is  fit  that  your 
wish  to  live  always  together  and  die  together  should 
come  true." 

Now,  one  of  the  peculiar  things  about  this  interesting 
supper  was  the  part  that  the  old  earthen  ware  pitcher 
took  in  it. 

Philemon  and  Baucis  had  already  eaten  before  the 
strangers  came,  so  there  was  but  little  milk  left  for  the 
guests.  This  greatly  worried  old  Baucis  and  she  wished 
so  much  she  had  gone  without  at  her  supper. 

But  after  she  had  supplied  her  guests  the  first  time 
and  they  had  asked  for  a  second  helping,  she  was  much 
surprised  to  find  that  the  pitcher  was  again  full.  This 
happened  over  and  over  again  and  at  last  it  was  dis- 
covered that  a  tiny  fountain  had  appeared  at  the  bot- 
tom of  the  pitcher  and  kept  it  continuously  supplied 
with  cool,  fresh,  sweet  milk.  That  night  Baucis  and 
Philemon  gave  up  their  beds  to  the  strangers  and  the 
next  morning  gave  them  again  a  plenteous,  refreshing 
breakfast,  the  chief  element  being  the  sweet  milk  from 
the  wonderful  pitcher. 

And  now,  when  they  had  seen  their  guests  off,  a  very 
strange  thing  took  place.  Philemon  and  Baucis  wafked 
with  their  guests  to  the  next  hill,  and  what  was  their 
great  astonishment  when  they  came  to  what  was  once 
the  village  to  behold  a  wonderful  silvery  lake  spread 
out.  On  its  edge  was  a  beautiful  marble  palace  sur- 
rounded by  trees  and  a  beautiful  garden.  Here  Phile- 
mon and  Baucis  spent  many  happy  years,  their  chief 
occupation  being  to  give  kind  hospitality  to  every 
stranger  who  passed  that  way. 

And  after  many  years  when  Philemon  and  Baucis 
had  grown  old  together,  they  disappeared.  When  every- 
body was  wondering  what  had  become  of  them,  two 


338       MORAL  AND  HUMANE  EDUCATION 

large  trees  appeared,  one  on  either  side  of  the  gate. 
One  was  an  oak,  and  when  the  leaves  rustled  in  the 
wind,  a  voice  seemed  to  murmur,  "I  am  old  Philemon/' 

The  other  tree  was  a  linden,  and  when  the  leaves 
rustled  in  the  wind,  a  finer  voice  seemed  to  murmur, 
"I  am  old  Baucis. " 

And  inside  the  palace  every  stranger  who  came  re- 
freshed himself  from  the  pitcher  which  never  ran  out 
of  the  milk  of  hospitality. 

The  above  is  a  paraphrase  of  the  original  story  from 
Wonder  Book,  by  Nathaniel  Hawthorne.  By  permis- 
sion of  the  publishers,  Houghton  Mifflin  Co. 


THE  GREAT  STONE  FACE. 
FOURTH  GRADE — FEBRUARY. 

The  Great  Stone  Face  was  a  work  of  nature  on  the 
side  of  a  steep  and  high  mountain.  Some  enormous 
stones  were  so  placed  one  against  another  that  a  great 
stone  face  seemed  to  look  down  from  the  mountain  side 
upon  the  people  in  the  valley.  This  face  had  such  a 
kindly  expression  that  the  people  came  to  look  upon  it 
as  the  face  of  a  person  who  wished  them  well  and  felt 
towards  them  a  kind  and  protecting  interest.  And 
this  feeling  grew  as  the  years  went  by  and  the  fathers 
and  mothers  pointed  it  out  to  their  children  until  at 
last  it  seemed  as  though  a  guiding  and  protecting  spirit 
lay  back  of  the  stone  face. 

After  a  while,  as  the  years  rolled  on  and  the  children 
became  fathers  and  mothers,  a  story  was  told  about  the 
face,  to  their  children  who  grew  up  and  told  it  to  their 
children,  and  so  on  down  the  years  of  time. 

In  fact,  the  story  was  so  old  that  someone  said  the 
Indians,  who  had  lived  first  in  the  valley,  had  told  it 
and  that  they  had  learned  it  themselves  from  the  brook 
as  it  ran  murmuring  to  the  mountain  side,  and  from 
the  wind  as  it  whispered  in  the  tree  tops. 

And  this  was  the  story: — 

The  Great  Stone  Face  was  the  face  of  a  good  spirit 


SECOND  SUPPLEMENT  339 

who  was  waiting  for  someone.  This  one .  who  was 
waited  for  was  to  come  from  the  valley — was  to  be  one 
of  the  people  who  had  been  born  and  brought  up  be- 
neath the  smiling  shadow  of  the  face ; — but,  above  all, 
was  to  be  one  who  did  great  things  for  the  people  of 
the  valley.  The  one  who  was  waited  for  would  be  one 
who  was  a  great  hero.  Thus  ran  the  story. 

And  the  sign  by  which  the  people  would  know  who 
the  right  one  was,  would  be  that  his  face  would  be  like 
the  Great  Stone  Face  and  would  have  the  same  gentle, 
loving  expression. 

One  little  boy  of  the  valley  named  Ernest  had  lis- 
tened to  this  tale  from  his  mother  and  had  looked  upon 
the  Face  so  often  with  the  thought  of  the  promise  in 
the  story,,  that  he  had  come  to  believe  it  with  all  his 
heart. 

And  always  at  his  work,  at  his  play, — in  his  dreams, 
in  his  hopes,  this  promise  of  a  coming  hero  was  with 
him. 

So  strong  was  this  promise  in  his  dreams  that  it  be- 
gan to  shape  his  life.  He  was  kind  and  loving  to  his 
mother,  he  helped  her  with  his  little  hands,  but  more 
with  his  loving  heart;  he  was  unselfish  and  considerate 
to  his  playfellows;  he  did  his  work;  he  was  thoughtful 
and  helpful  to  those  who  suffered  or  were  weak  and 
helpless. 

At  evening  when  his  toil  was  over  and  he  rested  at 
the  cottage  door  and  the  sunset  lights  played  upon  the 
great  massive  features  of  the  watching  Face,  he  seemed 
to  see  a  smile  of  recognition  and  approval  there. 

"Oh,  mother,  dear  mother!''  he  would  cry,  "I  do 
hope  I  shall  live  to  see  the  hero  when  he  comes !" 

After  a  while  a  great  excitement  ran  among  the  peo- 
ple, that  the  great  hero  foretold  in  the  story  had  come 
<at  last.  It  was  one  of  the  valley  people  who  had  left 
his  home  and  gone  out  into  the  great  world  beyond  and 
gotten  great  wealth. 

Oh,  how  rich  was  this  man !  He  owned  whole  fleets 
of  ships — vast  rows  of  houses — acres  of  land — stores  of 
gold.  Why,  everything  he  touched  turned  into  piles  of 
money  and  it  would  have  taken  a  hundred  years  to 


340       MORAL  AND  HUMANE  EDUCATION 

count  it  all.  No  wonder  the  simple  people  of  the  valley 
thought  this  man — Mr.  Gathergold — was  the  promised 
hero. 

Great  was  the  joy  of  Ernest,  for  he  knew  how  much 
could  be  done  for  the  people  in  the  valley  with  this 
great  amount  of  gold.  Ernest  was  now  quite  a  man 
and  he  planned  hospitals  and  sanitariums  for  the  sick, 
pensions  for  the  aged  and  the  widowed,  schools  and 
playgrounds  for  the  children,  and  rest-pastures  for  the 
toiling,  worn-out  horses. 

But  the  people  of  the  valley  were  disappointed ;  the 
man  of  gold,  when  he  came  among  them,  did  not  look 
at  all  like  the  Great  Stone  Face,  and  as  for  his  gold,  it 
did  no  one  any  good,  for  he  had  spent  all  his  life  in 
getting  it,  and  in  his  old  age  he  could  not  get  the  habit 
of  spending  it  for  the  good  of  others. 

The  next  one  who  was  taken  for  the  promised  hero 
was  Old-Blood-and-Thunder. 

He  too,  had  left  the  valley  in  early  youth.  He  had 
gone  to  war — he  had  killed  as  a  soldier — he  had  grown 
to  be  a  general  and  had  made  more  war  so  that  others 
might  kill,  too. 

But,  when  Old-Blood-and-Thunder  was  found  to  still 
think  more  of  battle  than  of  peace,  more  of  killing  than 
of  loving,  the  hope  that  he  was  the  hero  that  the  Great 
Stone  Face  had  waited  for,  had  to  be  given  up. 

And  still  another  one  appeared  who  the  people 
thought  must  be  the  long-looked-for  hero.  Old  Stony 
Phiz  was  his  name  and  he  was  certainly  a  great  man. 
He  was  a  statesman  and  a  public  speaker.  His  tongue 
seemed  to  have  magic  in  it, — sometimes  it  rumbled  like 
thunder  and  sometimes  it  warbled  like  the  sweetest 
music.  The  people  would  listen  to  his  speeches  as  if 
they  were  under  a  spell ;  in  fact,  he  could  make  people 
think  right  was  wrong  and  wrong  was  right. 

When  he  came  to  visit  his  valley  home,  the  people 
were  trying  to  find  the  resemblance  between  him  and 
the  Great  Stone  Face.  But  Ernest,  first  of  all  and 
slowly,  others  after  him,  began  to  find  out  that  in  the 
wonderful  speeches  of  this  great  man  there  was  more 
magic  than  truth.  And  that  though  his  voice  rang 


SECOND  SUPPLEMENT  341 

from  wall  to  wall  when  he  addressed  the  crowds,  the 
things  he  said  did  not  ring  true. 

In  the  meantime,  as  all  these  hopes  came  and  went 
away  as  disappointments,  the  years  rolled  on. 

Ernest  was  becoming  an  old  man.  Silver  hair  was 
on  his  brow  and  wrinkles  on  his  face.  His  life  had 
been  full  of  toil  and  helpfulness  and,  as  he  grew  older, 
wisdom,  too,  became  a  part  of  him. 

All  who  lived  near  him  were  helped  by  him.  He 
gave  of  his  own  for  those  who  had  nothing ;  he  toiled 
for  those  who  could  not  toil ;  and  for  many — the  young, 
the  wayward,  those  who  had  done  wrong  and  wanted 
to  begin  afresh,  those  who  wished  to  do  the  right  thing, 
but  did  not  know  how, — for  all  who  were  wreak  in  body 
and  mind  and  in  soul, — he  gave  of  his  wisdom  in  advice 
and  counsel  and  of  his  sympathy  and  love  for  encour- 
agement. 

One  day  a  great  poet  who  had  written  songs  of 
beauty  for  the  humble  and  lowly  in  life,  came  to  visit 
the  valley. 

And  this  great  man,  who  was  great  because  he  had 
the  power  to  see  clearly  and  to  feel  keenly,  was  much 
struck  by  the  noble  yet  simple  life  of  love  and  toil  that 
Ernest  had  lived  in  his  valley  home. 

One  evening  the  poet  had  gathered  with  a  crowd  of 
others  to  listen  to  a  speech  such  as  Ernest  had  in  his 
later  years  been  in  the  habit  of  giving  to  the  people  at 
regular  periods. 

The  speaker  and  the  crowd  with  the  poet  in  the 
midst  stood  in  the  open ;  the  sunset  light  was  falling  on 
the  mountain  sides  before  them,  lighting  up  its  rocks 
and  clumps  of  foliage  and  especially  showing  very 
clearly  a-far-off  the  Great  Stone  Face. 

The  face  of  Ernest  was  lit  up  with  the  noble  thought 
he  was  expressing.  The  grand,  strong  words  of  advice 
and  encouragement  and  truth  went  out  to  the  listening 
people. 

All  at  once  the  poet,  who  coula  see  more  clearly  and 
feel  more  keenly  than  most  people,  cried  out, — 

''Behold!  Behold!  Ernest  is  himself  the  likeness  of 
the  Great  Stone  Face!" 


342       MORAL  AND  HUMANE  EDUCATION 

And  all  the  people  looked  and  saw  that  what  he  said 
was  true. 

Ernest,  with  his  humble  acts  of  usefulness  to  his 
fellow-creatures,  and  with  his  high  ideals  for  the  com- 
ing hero,  had  grown  to  the  greatness  and  goodness  of 
the  spirit  back  of  the  Great  Stone  Face. 

The  above  is  a  paraphrase  of  the  original,  by  Na- 
thaniel Hawthorne,  from  Twice  Told  Tales.  By  per- 
mission of  the  publishers,  Houghton  Mifflin  Co. 

THE  BIRDS  OF  KILLINGWORTH. 
FIFTH  GRADE — APRIL. 

(This  is  a  Poem  by  Henry  W.  Longfellow,  published 
by  Houghton  Mifflin  Co., t Boston.) 

In  this  story  of  the  Birds  of  Killingworth  many  birds, 
including  the  robin,  bluebird,  and  sparrow  are  men- 
tioned as  gathering  in  the  springtime  in  the  little  town 
of  Killingworth. 

The  farmers  are  beginning  to  plow  and  plant  and  as 
they  hear  the  twitter  of  the  birds  they  get  alarmed 
about  the  few  seeds  or  fruits  the  birds  may  possibly 
eat. 

So  a  town  meeting  is  held  to  discuss  what  can  be 
done  to  get  rid  of  the  birds.  Every  important  citizen 
attends  and  has  something  to  say  about  the  damage  the 
birds  do  till  one  would  think  the  birds  were  criminals 
instead  of  creatures  who  supply  their  wants  from  na- 
ture the  same  as  man  does. 

Only  one  of  all  the  citizens  defended  the  birds  and 
that  was  the  Teacher.  He  spoke  of  the  beauty  of  their 
song — of  the  sweetness  and  innocence  of  their  lives — 
and  of  their  great  use  to  man  as  insect  and  weed  de- 
stroyers, calling  them  "the  winged  warders  of  the 
farms. ' ' 

But  the  farmers  defied  his  warm  appeal  for  the  song- 
sters and  all  except  the  Teacher  agreed  to  begin  a  siege 
against  them. 


SECOND  SUPPLEMENT  343 

The  birds  were  ordered  destroyed  by  every  possible 
means;  and  soon  after,  the  wholesale  destruction  of 
them  began  until  all  the  birds  were  dead  or  flown  away. 

And  then  came  the  punishment  of  the  farmers  for 
their  selfish  cruelty.  The  canker  worm  and  caterpillar 
— no  longer  held  in  check  by  birds — destroyed 'trees 
and  gardens  until  the  whole  village  was  sun-burnt  and 
sear. 

"A  few  lost  leaves  blushed  crimson  with  their  shame, 
And  drowned  themselves  despairing  in  the  brook, 
While  the  wild  wind  went  moaning  everywhere, 
Lamenting  the  dead  children  of  the  air!" 

This  great  havoc  worked  by  the  absence  of  the  birds 
filled  the  farmers  with  grief  and  remorse. 

Next  spring  they  repaired  their  wrongs  by  bringing  in 
hundreds  of  birds  until  all  their  home  trees  and  their 
woods  were  stocked  with  them,  ' '  filling  the  air  with  music 
wild  and  sweet." 

And  the  green  fields,  the  blooming  gardens,  the  waving 
foliage  of  forest  and  home  yard  were  the  farmers'  re- 
ward. 

"And  a  new  heaven  bent  over  a  new  earth, 
And  the  sunny  farms  of  Killingworth. " 

The  above  is  a  brief  synopsis  of  the  story  of  the  poem. 


344       MORAL  AND  HUMANE  EDUCATION 
THE  HUMANTARIAN'S  INVOCATION. 
(Dedicated  to  Mrs.  E.  W.  Brooks,  Pasadena,  Cal.) 

Come,  Thou  eternal  omnipresent  Light 

Of  Justice  and  Humanity,  Thou  that 

Hast  illumined  a  constantly  increasing  dome 

Of  Sympathy  for  all  created  things ; 

Thou  that  hast  penetrated  the  hidden 

Recesses  of  the  human  heart,  in  all 

Ages  and  in  all  climes,  and  made  of  man 

A  responsible  and  conscious  king,  endowed 

With  power  to  wrest  from  Nature  all  her  truths, 

And  to  transform  the  cruder  elements 

Into  potentialities  of  God-like 

Wisdom,  nobility,  and  strength;  Thou  that 

Hast  peopled  water,  earth,  and  air  with  forms 

Of  myriad,  differentiated  life, 

Assigning  each  its  sphere  of  work  with  power 

To  suffer  and  enjoy ;  Thou  that  hast  made 

The  lily  blossom  and  lent  the  lark  its  song, 

Thou  that  hast  thrown  from  off  the  negro 's  neck 

His  yoke — Come,  kindly  Light,  and  lead  us  on. 

Enter  the  mind  and  heart  of  every  man, 

And  cause  them  to  expand  like  rosebuds  in 

The  Spring,  until  they  scatter  sweet  essence 

Of  sympathetic  understanding  among 

Our  common  brotherhood.     Guide  Thou  the  steps 

Of  those  in  tender  years,  and  those  whose  dull 

And  undeveloped  lives  cause  them  to  be 

Oblivious  of  the  sufferings  of  all 

That  live  and  feel,  and  teach  them  to  be  kind. 

Open  the  eyes  of  avaricious  greed 

To  the  folly  and  iniquity  of  its 

Encroachment  upon  the  sacred  rights  of  youth, 

And  minister  to  the  sufferings  of  those 

Whom  sickness  and  misfortune  have  deprived 

Of  independent  help,  restoring  them 

To  useful  lives  of  happiness  and  hope. 


SECOND  SUPPLEMENT  345 

Dispel  the  need  of  war  and  unfair  strife ; 

The  gloom  of  superstition  and  ignorance 

In  all  the  walks  of  life,  and  help  us  bear 

Success  and  joy  with  sweet  humility. 

O  send  Thy  beams  of  just  compassion  over 

The  owners  of  the  "Western  Plains,  where  dumb 

Defenseless  creatures,  without  shelter  and 

Protection,  search  in  vain  for  food  and  drink 

Until  each  winter  thousands  of  them  starve. 

O  turn  the  X-ray  of  Thy  radiance 

Upon  the  scientific  halls  of  pain, 

Where  human  demons  perpetrate  a  crime. 

Restrain  Thou  too  the  hands  of  those  who  long, 

For  recreation,  to  destroy  with  trap 

And  gun,  our  little  brothers  of  the  field. 

Awaken  public  conscience  with  Thy  beams 

Of  incandescent  strength,  and  bring  about 

Improved  conditions  in  the  abbatoirs, 

And  on  the  painful  road  that  leads  to  death. 

O  let  Thy  gracious  warmth  descend  upon 

All  icy  Fashion's  halls,  and  thaw  the  hearts 

Of  those  who  cause  our  birds  to  be  destroyed, 

And  those  who  'buse  our  faithful  friend  the  horse. 

Infuse  the  gleam  of  gentleness  into 

The  lives  of  those  who  have  the  custody 

Of  all  domestic  animals,  and  let 

Them  comprehend  Thy  golden  rule  of  love. 

O  make  this  earth  a  nobler  temple  for 

Thy  varied  sentient  children.     Give  us  all 

The  wisdom  and  the  patience  that  we  need 

To  deal  discreetly  with  the  problems  that 

Confront  us  in  the  ceaseless  chain  of  time. 

O  lend  us  all  the  inspiration  of 

Thy  rainbow-colored  promise,  and  attune 

Our  minds,  our  hearts,  and  purses  with  the  truth ; 

That  Kindliness  and  Justice  are  the  hope 

Upon  which  rests, — the  future  of  the  world. 

— Hugo  Krause. 


THIRD  SUPPLEMENT 

LATER  BOOKS  AND  STORIES 
( To  supplement  Chapter  IX— Collateral  Reading  and  Aids) 

ABBOTT,  C.  C.,  M.  D.    Birds  About  Us. 

Bird  Land  Echoes. 

AFLALO,  F.  G.    Our  Agreeable  Friends. 
ALLEN,  Eunice  G.    The  Cats'  Convention. 
ANDREWS,  Jane.     Stories  of  My  Four  Friends. 

Stories  Mother  Nature  Told  Her  Children. 
ATKINSON,  Eleanor.    Greyfriars  Bobby. 
ATWATER,  Emily  Paret.     How  Sammy  Went  to  Coral- 
Land. 

Tommy's  Adventures. 

Trixsey's  Travels. 
BABCOCK,  Charles  A.     Bird  Day  and  How  to  Prepare 

for  It. 

BALDWIN,  James.    The  Horse  Fair. 
BAMFORD.     Talks  by  Queer  Folks. 
BARTLETT,  A.  D.     Animals  at  Home. 
BASCOM,  Caroline  C.    The  Bird  Hospital. 
BASS,  Florence.     Stories  of  Animal  Life. 
BAXENDALE,   Esther.     Fairy,   the   Autobiography  of   a 
Dog. 

Yours  With  All  My  Heart. 

BAYNES,  Ernest  Harold.     Bird  Guests  and  How  to  En- 
tertain Them. 
BEARD,  Adelia  Belle.     The  Beard  Animals. 

The  Beard  Birds. 
BEARD,  Dan.     Curious  Homes  and  Their  Tenants. 

Dan  Beard's  Animal  Book. 
BELL.     Animal's  Friend  Annual  for  1909. 
BIGHAM,  Madge  A.    Merry  Animal  Tales. 
BIGNELL,  Effie.     Mr.  Chupes  and  Miss  Jenny. 
BLAISDELL,  Mary  Frances.     Cherry  Tree  Children. 
BLANCHAN,  Neltje.     Birds  Every  Child  Should  Know. 

346 


THIRD    SUPPLEMENT  347 

BONES,  Helen  Woodrow.     Fairy  Tales  from  Anderson. 
BOURKE,  S.  Ten  Eyck.    Fables  in  Feathers. 
BRADISH,  Sarah  Powers.    Stories  of  Country  Life. 
BRAGDON,   Ollie  Hurd.     Pup,  the  Autobiography  of  a 

Greyhound. 
BRECK,  Edward.     Wilderness  Pets  at  Camp  Buckshaw. 

Ways  of  the  Woods. 

BREARLY,  Harry  Chase.    Animal  Secrets  Told. 
BRECKENRIDGE  AND  ABBOTT.     The  Delinquent  Child  and 

the  Home. 

BREWSTER,  Frances.     When  Mother  Was  a  Little  Girl. 
BRIGHTWEN,  Mrs.  Eliza.     Wild  Nature  Won  by  Kind, 
ness. 

More  About  Wild  Nature. 
BROOKS,  Amy.     A  Jolly  Cat  Tale. 
BROOKS,  Elbridge  S.     Animals  in  Action. 
BROWN,  Dr.  John.     The  Book  of  Saints  and  Friendly 
Beasts. 

Job  of  the  Woods. 
BROWN,  Theron.     The  Birds  of  God. 
BRYCE,  Marion.     Nancy  in  the  Wood. 
BUFFUM,  David.     The  Horse   (His  Breeding,  Care  and 

Use). 

BURBA.     Our  Bird  Friends. 
BURGESS,  Thornton  W.     Mother  West  Wind's  Children. 

Mother  West  Wind's  Animal  Friends. 

Mother  West  Wind's  Neighbors. 

The  Adventures  of  Jerry  Muskrat. 

The  Adventures  of  Johnny  Chuck. 

The  Adventures  of  Mr.  Mocker. 

The  Adventures  of  Peter  Cottontail. 

The  Adventures  of  Reddy  Fox. 

The  Adventures  of  Unc'  Billy  Possum. 
BURKETT.     Domestic  Animals. 
BURNETT,  Frances  H.    My  Robin. 
BURNHAM,  Eleanor  Waring.    Justin  Morgan,  History  of 

a  Horse. 
BURROUGHS,  John.    Songs  of  Nature. 

Sharp  Eyes  and  Other  Papers. 
BURTON,  Richard.    Dogs  and  Dog  Literature. 

Three  of  a  Kind. 


348       MORAL  AND  HUMANE  EDUCATION 

CAMEHL,  Petre.    The  Swallow's  Book. 

CANDIZE,  Ernest.     (Translated  by  M.  Louis  Baum.)    The 

Adventures  of  Grille. 
CANTY,  Charlotte.    The  Whimsey  Girl. 
CARNEGIE,  Andrew.    A  League  of  Peace. 
CARRICK,  Alice.    Kitty  Kat  Tales. 
CARTER  AND  FIELD.    Nature  Stories. 
CARTER,  M.  H.    Dog  Stories. 

Bear  Stories. 

About  Animals. 

CHADWICK,  Mary  Pratt.     Puss  in  Boots;  Reynard  the 
Fox. 

The  Three  Bears. 

Three  Little  Kittens. 
CHASE,  Alice.    Stories  from  Animal  Land. 

Stories  of  Birdland. 
CHASE,  Henry.     Game  Protection  and  Propagation  in 

America. 
CHEEVER,  Harriet.    Mother  Bunny. 

Lord  Dolphin. 

Lady  Spider. 

Madam  Angora. 

Billy  Trill. 

The  Rock  Frog. 

CLAUDY,  C.  H.    Tell-Me-Why  Stories  About  Animals. 
CLEMENS,  Samuel  J.    Dog's  Tale. 
CLIFFORD,    Mollie    Lee.     Yoppy,    Autobiography    of    a 

Monkey. 

CLOUSTON,  Adella.    Lady  of  the  Robins. 
CLYDE,  Anna  M.    Jack-a-Boy  in  Beastland. 
COCHRANE,  Robert.    More  Animal  Stories. 
COMFORT,  William.    Routledge  Rides  Alone. 
COMSTOCK,  Anna  Botsford.    Ways  of  the  Six-Footed. 

Bird  Note  Books  (Nos.  1  and  2). 

Hand  Book  of  Nature  Study. 

The  Pet  Book. 

Tree  Note  Book. 
COOK.    Nature  Myths. 
CORNISH,  C.  J.    Animals  of  Today. 
COULTER,  Ernest  K.     The  Children  in  the  Shadow. 


THIRD    SUPPLEMENT  349 

COUPIN,  H.  AND  JOHN  LEA.    Animal  Ingenuity. 

Cox,  Florence  Tinsley.     The  Epic  of  Ebenezer. 

CREIGHTON,  Katherine.    Nature  Songs  and  Stories. 

CRUMMER.    Mig  Robin. 

CUMING,  E.  D.    Natural  History.     (Vol.  6.) 

CURWOOD,  Oliver.     Kazan. 

DALE,  T.  F.    The  Stable  Hand-Book. 

DANDO,  W.  P.    Wild  Animals  and  the  Camera. 

DANIEL,  J.  Frank.    Animal  Life  in  Malaysia. 

DANIEL,  M.  N.    Some  Pekingese  Pets. 

DARTON,  F.  J.  Harvey.    A  Wonder  Book  of  Beasts. 

DAVIES,  C.  J.    The  Kennel  Hand-Book. 

DAVIS,    Anna    Chase.      Nature    Stories    for    Youngest 

Readers. 
DAWSON.    Finn,  the  Wolf  Hound. 

Jan,  a  Dog  of  Romance. 

DEGROAT,  Herman.    Bird  Studies  for  Home  and  School. 
DELAMARE,  Henriette.    The  Reformation  of  Jimmy. 
DENSON,  S.  C.    Our  Criminal  Criminal  Law. 
DENTON,  Clara  J.    Topsey  on  the  Top  Floor. 
DEVOOGE.    Our  Domestic  Animals. 
DOWNES.    Fire  Fighters  and  Their  Pets. 
DEBois,  Patterson.     Beckonings  from  Little  Hands. 
DUNBAR,  Lady.    The  Chow  Chow. 
DUNCAN,  Norman.    The  Bird  Store  Man. 
ENAULT.     The  Captain's  Dog. 
FIELD,  Jessie.    The  Corn  Lady. 
FINN,  Frank,  B.  A.    Pets  and  How  to  Keep  Them. 
FOOT,  Constance  M.    Insect  Wonderland. 
FULTZ,  Francis.    The  Fly  Aways  and  Other  Seed  Trav- 
elers. 

GARDNER,  Abbie.    Mews  and  Musings. 
GASK,  Lillian.    Legends  of  Our  Little  Brothers. 

True  Stories  About  Horses. 

True  Dog  Stories. 

In  Nature's  School. 

GEARHART,  G.  A.    Waggles,  Dog  Stories. 
GEORGE.    The  George  Junior  Republic. 
GEORGE,  Marion  M.     Character  Building. 
GIBSON,  William  N.    My  Studio  Neighbors. 

Secrets  Out  of  Doors. 


350       MORAL  AND  HUMANE  EDUCATION 

GIFFIN,  William  F.    Todd  and  His  Friends. 

GILMORE,'  Mary  A.    Katie,  a  Daughter  of  the  King. 

GOLDING,  Harry.     The  Wonder  Book  of  Animals. 

GOLDSMITH,  Elizabeth  E.    Toby,  the  Story  of  a  Dog. 

GORDON,  Nathaniel.    Stella. 

GOULD.    Mother  Nature's  Children. 

GRINNELL,    Morton.     Neighbors    of    Field,    Wood   and 

Stream. 

GUEST,  George.  Animal  Life  Lessons. 
HALLETT,  Emma  V.  Molly  Cottontail. 
HAMLEY.  Our  Poor  Relations. 

Management  and  Breeding  of  Horses. 
HARPER,  Merritt.    Manual  of  Farm  Animals. 
HARCOURT,  Calla.    Book  of  Poems. 
HARRINGTON,  Geo.  W.    A  Reversion  of  Form  and  Other 

Horse  Stories. 

HARRISON,  Merton  E.    Autobiography  of  Dan  Patch. 
HARRISON,  E.     The  Trail  to  the  Woods. 
HAWKES,  Clarence.    Black  Bruin  (a  Bear). 

Shaggcoat  (a  Beaver). 

Shovel  Horns  (a  Moose). 

A  Wilderness  Dog  (a  Gray  Wolf). 

King  of  the  Thundering  Herd  (a  Bison). 

Master  Frisky 's  Heroism. 

Piebald,  King  of  Bronchos. 
HAYNES,  William.    Practical  Dog  Keeping. 
HEILPRIN,  Angelo.    Animal  Life  of  Our  Sea-Shore. 
HELM,  Nellie  Lathrop.     Five  Little  Foxes  and  Other 

Folks. 

H.  H.    Letters  from  a  Cat. 
HIGGENBOTHAM,  Helen.    Rover's  Story. 
HOBSON,  Harriet.    Jinks  Inside. 
HODGE,  Clifton.    Nature  Study  and  Life. 
HOLDER,  C.  F.     Half  Hours  With  Fishes,  Reptiles  and 
Birds. 

Stories  of  Animal  Life. 
HOLTON,  Susan.    Little  Stories  About  Little  Animals  for 

Little  Children. 

HOLTZ,  Frederick  L.,  A.  M.     Nature  Study,  A  Manual 
for  Teachers  and  Students. 


THIRD    SUPPLEMENT  351 

HORNADAY,  William  G.     Our  Vanishing  Wild  Life. 

HORNIBROOK,  Isabel.    Camp  and  Trail. 

HUTTON,  Lawrence.     A  Dog  I  Knew,  Four  Dogs,  and 

Some  More  Dogs. 
INGERSOLL,  Ernest.    Animal  Competitors. 

Wild  Life  of  Orchard  and  Field. 
JAQUES,  Bertha.  The  Story  of  Shep. 
JAMES,  Dr.  George  Wharton.  Story  of  Scraggles. 

Wonders  of  the  Colorado  Desert. 

Indians  of  the  Painted  Desert  Regions. 

Love's  Power  Over  Wild  Animals. 
JAMES,  Marth.    Jimmy  Suter. 
JOB,  Herbert  K.    How  to  Study  Birds. 

Sport  of  Bird  Study. 

The  Blue  Goose  Chase. 

JOHNSON,  Constance.    When  Mother  Lets  Us  Keep  Pets. 
JOHNSTONE,  Ruth  A.    At  My  Window. 
JOHONNOT,  James.     Book  of  Cats  and  Dogs  and  Other 
Friends. 

Neighbors  With  Claws  and  Hoofs. 

Neighbors  With  Wings  and  Fins. 
JORDAN,  David  Starr.  The  Story  of  Matka. 

War  and  Waste. 
JORDAN.    Feeding  of  Animals. 
KEEZEL,  Clara  Cozard.    Bird  Study  Note  Book. 
KENNISTON,  Ida.    Prince  Rudolph's  Quest. 
KINNON,  Mac.    The  Bible  Zoo. 
KIRBY.    Marvels  of  Ant  Life. 
KNIGHT.    Animals  of  the  World. 
KNOX,  Thomas  W.    Horse  Stories  and  Stories  of  Other 

Animals. 

KOBBE,  Gustav.    A  Tribute  to  the  Dog. 
KRAUSE,  Flora  Helm.     Manual  of  Moral  and  Humane 

Education. 

LANE,  Charles  Henry.    All  About  Dogs. 
LANIER.    Bob,  Story  of  a  Mocking  Bird. 
LEA,  John.    Bird  Life. 
LECHMERE,  Joscelyne.    Pretty  Polly. 
LEFEVRE,  Felicite.    The  Cock,  the  Mouse  and  the  Little 
Red  Hen. 


352       MORAL  AND  HUMANE  EDUCATION 

LEFFINGWELL,  Dr.  Albert.    American  Meat. 

An  Ethical  Problem. 
LEHMAN,  R.  C.    A  Spark  Divine. 
LEMMON,  Robert  S.    Training  the  Dog. 
LINDSAY,    Samuel   McCune,   Ph.D.     Bulletin   of  Social 

Legislation. 

LONG,  William  J.    Wayeeses,  the  White  Wolf. 
LONG,  John  Luther.    Billy  Boy. 
LORING.    Young  Folks  Nature  Field  Book. 
LYMAN,  Maria.    Only  a  Dog. 
MACKAYE,  Percy.     Sanctuary,  a  Bird  Mosque. 
MAETERLINCK,  Maurice.    Life  of  the  Bee. 
MALLORY,  Lucy  A.     The  World's  Advanced  Thot  and 

Universal  Republic. 

MASKELL.    Four  Feet,  Wings,  and  Fins. 
MAYO,  Nelson  S.    The  Diseases  of  Animals. 
McCooK,  Henry  C.    Old  Farm  Fairies. 

Tenants  of  An  Old  Farm. 
MENDEL,  Rosalie.    Spark. 

Polly  and  Spark. 

MILLER,  Ellen  R.    Butterfly  and  Moth  Book. 
MILLER,  Joaquin.     True  Bear  Stories. 
MILLER,  Margaret.    My  Saturday  Bird  Class. 
MILLER,  Olive  Thome.    True  Bird  Stories. 

First  Book  of  Birds. 

Second  Book  of  Birds. 

Dogs  of  All  Nations. 

The  Bird  Our  Brother. 
MONTIETH,  John.    Some  Useful  Animals. 
MOORE,  J.  Howard.    Ethics  and  Education. 

Ethics  for  High  Schools,  Colleges  and  General  Stu- 
dents (4  Vol.). 

Savage  Survivals. 

MOORE,  John  Trotwood.    The  Gift  of  the  Grass. 
MORLEY,  Margaret.    Butterflies  and  Bees. 

Seed  Babies. 

Insect  Life. 

MORRIS,  Charles.  Home  Life  in  All  Lands. 
MORRIS,  Jane  E.     Travels  of  a  Water-Drop  and  Others. 
MORSE,  Margaret.    Scottie  and  His  Lady. 


THIRD    SUPPLEMENT  353 

Mum,  John.    Sticksen,  the  Story  of  a  Dog. 

Mountains  of  California. 
MULETS,  L.  E.    Bird  Stories. 
MUTT  AND  CHUBB.    In  Doors  and  Out. 
NEEDHAM,  J.  G.    Natural  History  of  the  Farm. 
NIDA,  "William  Lewis.     Elementary  Agriculture. 
NOEL.    Buzz. 

PAGE,  Emma  E.    Ethical  Culture  Readers. 
PARKER,  Caroline  H.    Our  Friends  the  Birds. 
PATTERSON,  Virginia.     The  Spinner  Family. 
PATTESON,  Louise  S.    Kitty  Kat  Kimmy. 
PATRI,  Angelo.    White  Patch. 

PEMBERTON,  Caroline.     Your  Little  Brother  James. 
PHELPS,  Elizabeth  Stewart.    Jonathan  and  David. 
PIERSON,  S.  D.    Among  the  Farm  Yard  People. 

Among  the  Pond  People. 
PIKE,  Oliver.     Thru  Birdland  Byway. 

The  Scouts'  Book  of  Birds. 
PORTER,  Gene  Stratton.    The  Song  of  the  Cardinal. 

What  I  Have  Done  With  Birds. 

Wild  Beasts. 

POYNTZ,  Mrs.  F.  M.    Aunt  May's  Bird  Talks. 
POULSSON,  Emilie.    Thru  the  Farm  Yard  Gate. 
PRATT,  Chas.  S.    Buz  Buz. 
REED,  L.  A.    My  Garden  Neighbors. 
REPPLIER,  Agnes.    The  Cat. 
RICHARDS,  Laura  E.    The  Pig  Brother. 
RICHMOND  (Russell  Sage  Foundation).   The  Good  Neigh- 
bor. 

ROBERTS,  A.  J.  R.    The  Bird  Book. 
ROBERTS,  Chas.  G.  D.    The  Heart  of  the  Ancient  Wood. 

Earth's  Enigmas. 

House  in  the  Water. 

The  Haunters  of  the  Silences. 
ROBINSON,  H.  P.     Of  Distinguished  Animals. 
ROGERS,  Julia  E.     Wild  Animals  Every  Child  Should 

Know. 

ROMANES.     Animal  Intelligence. 
ROWLEY,  Francis  H.    The  Humane  Idea. 
SALT,  Henry  E.    Kith  and  Kin. 


354       MORAL  AND  HUMANE  EDUCATION 

SAUNDERS,  Marshall.    Princes  Sukey. 

Tilda  Jane. 

Tilda  Jane's  Orphans. 

Pussy  Black  Face. 

Alpatok  Story  of  an  Eskimo  Dog. 
SCHAFFNER,  C.  Louise.     Sam,  or  Our  Cat  Tales. 
SCHWARTZ,  Julia  A.    Wilderness  Babies. 

Grasshopper  Green's  Garden. 
SCUDDER.     Everyday  Butterflies. 

Life  of  a  Butterfly. 

SELLON,  Gertrude.     Neddy   (Autobiography  of  a  Don- 
key). 

SELONS,  Edmund.    The  Insect  World. 
SENOUR,  Caro.    Master  St.  Elmo. 
SERL,  Emma.    In  the  Animal  World. 

In  Fable  Land. 
SETON,  E.  T.    Rolf  in  the  Woods. 

Silver  Fox. 

Krag  and  Johnny  Bear. 
SHARP,  Dallas  L.    Lay  of  the  Land. 

Beyond  the  Pasture  Bars. 

Roof  and  Meadow. 

Summer. 

Winter. 

The  Spring  of  the  Year. 

The  Fall  of  the  Year. 

SHARPE,  M.  R.  L.     The  Golden  Rule  Cook  Book  (Vege- 
tarian). 
SLOSSON,  Annie.    A  Sudden  Friendship. 

Anna  Malann. 
SMITH,  Laura  R.     The  Tale  of  Bunny  Cottontail. 

The  Circus  Book. 

SPEED,  Jas.    Jack  and  Nell  in  Forest. 
SPYRI,  Fau  Johanna.    Heidi. 

Moni,  the  Goat  Boy. 

STABLES,  Gordon.    Shireen  and  Her  Friends. 
ST.  MARS,  F.    People  of  the  Wild. 

On  Nature's  Trail. 

ST.  MAUR,  Kate  V.    The  Earth's  Bounty. 
STOKES  AND  BARTON.    My  Book  of  Favorite  Dogs. 

My  Book  of  Little  Dogs. 


THIRD    SUPPLEMENT  355 

SUCKLING.     The  Humane  Educator  and  Reciter. 

SUMERWELL,  Florida  P.    Four  in  Family. 

SYKES,  A.  L.    Tiny  Hare  and  His  Friends. 

TAGGERT,  Marion.     Pussy  Cat  Town. 

THOMPSON.     Science  of  Life. 

THURSTON,  T.  T.     The  Bishop's  Shadow. 

TOLSTOI,  Leo.     Bethink  Yourselves! 

TORELLE.     Plant  and  Animal  Children  and  How  They 

Grow. 
TRIST,  Sidney.    The  Under  Dog. 

Please  Tell  Us  a  Story. 
TROEGER,  John  W.    Nature  Study  Readers. 
TURNER,    Edwin   Arthur.      Our   Common   Friends   and 

Foes. 

VELVIN,  E.    Wild  Animal  Celebrities. 
WATSON,  James.    The  Dog  Book. 
WEED,  Clarence.     Farm  Friends  and  Farm  Foes. 
WELSH,  Charles.    A  Tale  of  Two  Terriers,  Crib  and  Fly. 
WELSH,  Lucie  D.    Some  of  Our  Friends. 
WESTFALL,  W.  P.     The  Animals  and  Their  Story. 
WESSELHOEFT,  Lillie  F.    Rover  the  Farm  Dog. 

Ready  the  Reliable. 

Laddie,  the  Master  of  the  House. 

Doris  and  Her  Dog  Rodney. 

Flipwing,  the  Spy. 

WHITE.     Animal  Lover's  Birthday  Book. 
WHILDON,  F.  W.    A  Little  Brother  to  the  Birds. 
WICKS,  John  Bartlett.     Bird  Paradise. 
WIGLEY,  Mary  Agnes.    Little  Lessons  About  Animals. 
WOOD,  Carolyn  D.     Animals,  Their  Relation  and  Use  to 

Man. 
WOOD,  Rev.  Theodore.    Dwellers  in  the  Wood. 

Dwellers*  in  the  Meadows. 

Dwellers  in  the  Pond. 

Dwellers  on  the  River  Banks. 

Dwellers  in  the  Garden. 

Dwellers  in  the  Ground. 

WOODRUFF,  Helen  S..     Really  Truly  Nature  Stories. 
WRIGHT,  William.    Ben  the  Black  Bear. 
YOUNG.     My  Dogs  in  the  Northland. 


356       MORAL  AND  HUMANE  EDUCATION 

AUTHORS  NOT  GIVEN. 

The  Church  and  Kindness  to  Animals  (a  compilation). 

Children's  Dog  Book. 

Bird  Stories  for  Little  People. 

Moral  Training  in  the  Public  Schools.     (California  Prize 

Essays.) 

Stories  About  Animals.     (Child  World  Readers.) 
Duke,  Autobiography  of  a  Dog. 
True  Stories  About  Animals. 
Only  a  Dog. 
The  Cruelty  Man.     (National  S.  P.  C.  C.) 


14  DAY  USE 

RETURN  TO  DESK  FROM  WHKZHBORROWED 

LOAN  ttf'f 

This  book  is  due  on  the  last  date  stamped  below,  or 

on  the  date  to  which  renewed. 
Renewed  books  are  subject  to  immediate  recall. 


REC'P  LP 
13851 


MAY  i  8  1982 
iMiV.  OF  CALIF, 


LD  21-100m-6,'56 
(B9311slO)476 


General  Library 

University  of  California 

Berkeley 


Y,B  6£151 


347159 


UNIVERSITY  OF  CAUFORNIA  LIBRARY 


